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iBX 
8657.32 

.D45A.' 
1898    ^ 


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Sanda 


Brigham  Young 
University  Library 

George  H.  Brimhall 

Collection  on  Theology 


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LATTER-DSY  SAINTS' 


Sunday  School  Treatise, 


SECOND    EDITION, 


PUBLISHED  BY 

The  Deseret  Sunday  School  Union. 

408-9   TEMPLETON    BUILDING, 

SALT  LAKE  CITY. 

1898. 


GEO.   Q.   CANNON   &  SONS  CO.,    PRINTERS, 

SALT    LAKE    CITY,   UTAH. 


PREFACE. 


In  reviewing  the  development  of  the  Sunday 
School  cause  among  the  Latter  day  Saints  from 
its  small  and  sporadic  beginning  to  its  present 
status,  in  regard  to  statistics  as  well  as  to 
efficiency,  we  cannot  but  recognize  the  guiding 
hand  of  our  Heavenly  Father,  to  whom  the 
gratitude  of  our  hearts  should  be  given,  mani- 
festing itself  by  continued  and  ever  increasing 
devotion. 

Appreciating  also  the  earnest  efforts  of  our 
Sunday  School  workers  to  advance  the  Sunday 
Schools  step  by  step,  as  inspiration  and  experi- 
ence have  directed,  we  anticipate  with  unfalter- 
ing faith  a  still  more  glorious  future  for  this 
great  work. 

In  response  to  the  inquiries,  suggestions  and 
solicitations  from  many  parts  of  the  Lord's  vine- 
yard, we  have  endeavored  to  consolidate  in  this 
Treatise  the  leading  instructions  scattered 
throughout  our  various  publications. 

Contents  as  well  as  form  and  arrangement 
in  this  Treatise  are  the  result  of  much  deliber- 


IV,  PREFACE. 

ative  and  earnest  work.  We  are  indebted  in 
these  respects  to  the  advice  and  co  operation  of 
as  many  of  our  faithful  fellow-laborers  as  we 
could  conveniently  reach. 

Realizing  our  own  inefficiency,  we  have  relied 
upon  the  guidance  of  the  Holy  Spirit  on  enter- 
ing upon  so  important  an  undertaking,  and 
trust  we  shall  have  the  support  of  every  Sunday 
School  worker  in  our  endeavor  to  introduce 
and  carry  into  effect  the  leading  features  sug- 
gested in  this  work.  It  is  recommended  that  at 
least  one  copy  of  this  Treatise  be  on  hand,  for 
reference,  in  every  Sunday  School  of  the 
Church. 

With  the  prayer  for  the  blessings  of  the  Lord 
to  rest  on  all  the  labors  in  behalf  of  the  youth  of 
Zion,  we  remain, 

Your  Brethren  in  the  Gospel, 

The  General  Superintendency 

AND  Board  of  the 
Deseret  Sunday  School  Union. 


CONTENTS. 


Page. 

Preface , 3 

Rules  for  the  Guidance  of  Sunday  Schools, 9 

Outline  Plan  of  Sunday  School  Work: 

General   Statement 13 

Remarks  and  Suggestions, ^ 15 

Grading , 19 

Suggestive  Program  for  Teachers' Meetings, 21 

Primary  DepErtment: 

Remarks  and  Suggestions, 22 

Course  of  Study, 23 

Topical  References  for  Course  of  Study, 25 

Model  Lesson ,  Primary  Grade , 30 

First  Intermediate  Department: 

Remarks  and  Suggestions, 36 

Course  of  Study, 37 

Topical  References  for  Course  of  Study, 39 

Model  Lesson,  First  Intermediate  Grade, 45 

Second  Intermediate  Department: 

Remarks  and  Suggestions, 52 

Course   of  Study, 54 

Topical  References  for  Course  of  Study, 57 

Model  Lesson,  Second  Intermediate  Grade, 66 

Higher  Department: 

Remarks  and  Suggestions, 78 

Course  of  Study,  Chronological  Division, 79 

First  Division 79 

Second  Division, 84 

Third  Division, 87 

Topical  References  for  Course  of  Study , 89 

Model  Lesson,  Theological  Department, 97 


VI.  CONTENTS. 

Page. 

Kindergarten  Work  in  Sunday  Schools, lOO 

Questions  for  Sunday  vSchool    Superintendents, 104 

Methods  for  Teaching  in  the  Sunday  School, 106 

The  Recitation, i-o8 

Catechization, no 

Rules  for  Catechization , . . . , in 

Story    Telling, 112 

How  to  Use  the  Chart, 114 

The  Leaflets, 116 

Text  Books, 117 

Authenticity  of  the  Bible 119 

Higher  Grade  Work, 119 

How  to  Prepare  a  Sunday  School  Lesson, 121 

Mission  vSunday  Schools 125 


RULES 

FOR  THE 

GUIDANCE OFTHESUNDAY SCHOOLS 

OF   THE 

Church  of  Jesus  Christ  of  Latter-day  Saints. 


1.  Every  school  should  be  as  fully  organized 
as  possible.  A  complete  organization  consists 
of  a  Superintendent,  First  and  Second  Assistant 
Superintendents,  Secretary,  Assistant  Secre- 
tary, Choir  Leader,  Librarian,  Assistant  Librar- 
ian, Treasurer,  and  sufficient  teachers.  Where 
the  school  is  very  small  one  person  may  ad- 
vantageously fill  more  than  one  office. 

2.  The  Superintendent  and  his  Assistants 
should  see  that  all  rules  adopted  for  the  school 
are  strictly  observed  by  the  whole  school,  not 
forgetting  themselves  to  set  a  good  example. 

3.  The  Secretary  should  keep  a  Teachers' 
Roll ;  and  each  school  session  take  minutes,  and 
the  following  Sunday  read  them  in  a  clear, 
audible  voice,  for  the  acceptance  of  the  school 
by  vote,  which  should  be  done  by  raising  the 
right  hand.  These  minutes  should  be  recorded 
in  a  suitable  book,  called  the  "Sunday  School 
Record  of Ward."    He  should  also  be  pre- 


lO  SUNDAY    SCHOOL    TREATISE. 

pared,  when  required,  to  promptly  make  out  a 
correct  statistical  report,  which,  after  being  ex- 
amined and  approved  by  the  Superintendent 
should  be  sent  to  the  stake  or  mission  superin- 
tendent, and  a  copy  kept  on  file.  The  Secretary 
and  his  or  her  assistant  should  be  good  pen- 
men, if  possible,  and  take  pleasure  in  keeping 
the  record  and  reports  neat,  clean  and  ready 
for  reference. 

4.  The  Librarian  should  have  charge  of  all 
the  books,  cards,  etc.,  preserve  them  in  as  good 
order  as  possible,  keep  a  correct  register  of  all 
books  loaned  and  when  returned,  and  distribute 
such  books  as  are  needed  by  the  respective  de- 
partments. 

5.  The  Treasurer  should  keep  a  careful  ac 
count  of  all  funds  received  and   expended  for 
the  school,  and  only  disburse    the  same  as  in- 
structed by  the  Superintendent. 

6.  Assistant  officers  should  qualify  them- 
selves, and  be  ready  to  properly  attend  to  the 
duties  of  their  office  whenever  needed. 

7.  The  name  and  attendance  of  every  pupil 
should  be  recorded  in  a  department  register. 

8.  Officers,  teachers  and  pupils  should  be 
punctual  and  regular  in  their  attendance. 

9.  The  school  should  be  graded  as  far  as 
practicable,  and    every   pupil    placed  under   a 


SUNDAY    SCHOOL    TREATISE.  I  I 

suitable    teacher,   and  not   allowed   to   change 
from  one  class  to  another  without   permission, 
lo.  The  school  should  be  punctually  opened 
with  singing  and  prayer. 

'II.  All  male  members  of  the  school  should 
strictly  observe  due  respect  on  entering  the 
sehool  house  by  uncovering  the  head;  and  on 
leaving  should  keep  the  head  uncovered  until 
they  reach  the  door. 

-  12.  No  loud  talking  or  playing,  or  running 
in  and  out  should  be  allowed  during  school  hours. 

13.  Children  should  be  encouraged  to  learn 
portions  of  the  Scriptures,  "Articles  of  Faith," 
Catechism,  etc, 

-14.  All  exercises  should  be  conducted  with 
as  little  noise  as  possible,  by  teachers  and 
scholars  reading  and  answering  questions  so  as 
not  to  be  heard  by  the  other  classes. 

15.  The  smaller  children,  where  suitable 
teachers  can  be  obtained,  should  be  taught 
orally,  and,  if  possible,  in  a  separate  room. 

16.  The  sacrament  of  the  Lord's  Supper 
should  be  administered  every  Sunday,  according 
to  the  special  counsel  of  the   First  Presidency. 

-  17.  Those  who  address  the  school  should 
use  simple,  easy  language,  and  be  brief,  inter- 
esting and  impressive,  and  always  speak  loud 
enough  for  every  child  to  hear  what  is  said. 


12  SUNDAY    SCHOOL    TREATISE. 

1 8.  The  entire  school  should  be  encouraged 
to  join  with  the  choir  in  the  singing.  Teachers 
should  encourage  by  every  legitimate  means 
the  use  of  the  Children's  Sunday  School  Hymn 
Book. 

-.19.  Children  should  not  be  allowed  to  leave 
their  places  until  after  the  benediction.  They 
should  always  leave  the  school  in  sections,  and, 
where  practicable,  to  the  music  of  an  organ. 

20.  Reviews  should  be  held  in  every  depart* 
ment,  except  perhaps  the  theological,  every 
Sunday  for  a  few  minutes  on  the  previous  les 
son ;  every  three  months  on  the  work  of  the 
term;  and  at  the  end  of  every  summer  and 
winter  season  to  determine,  among  other  things, 
the  transfer  of  pupils  to  other  departments. 

21.  Every  department  should  work  to  a  plan 
laid  out  by  the  Superintendency,  in  connection 
with  the  respective  teachers,  for  either  three 
months,  six  months,  or  the  whole  year. 

22.  Addresses  by  anyone  in  Sunday  School 
should  not,  as  a  rule,  exceed  fifteen  minutes. 


OUTLINE  PLAN 


OF 


SUNDAY  SCHOOL  WORK. 


GENERAL  STATEMENT. 


The  course  of  study  for  Sunday  Schools  as 
here  marked  out  is  a  two  fold  one.  First,  and 
most  important  that  of  religious  training  for  the 
young.  Second,  theological  instruction.  The 
great  aim  of  Sunday  School  work  is  to  insure 
right  action;  and  to  plant  within  the  hearts  of 
the  pupils  a  faith  in  and  living  testimony  of  the 
divinity  of  the  latter-day  work,  as  revealed 
through  the  Prophet  Joseph  Smith,  and  a  desire 
to  obey  its  doctrines  and  ordinances.  In  short, 
to  make  Latter-day  Saints  of  them. 

The  arrangement  of  subjects  provides  for  the 
presentation  and  inculcation  of  religious  and 
moral  principles.  The  treatment  of  stories, 
even  if  the  subjects  are  taken  from  the  Bible, 
Book  of  Mormon,  Pearl  of  Great  Price,  or  the 
life  of  prominent  men  or  women  of  the  Church, 
must  have  the    inculcating    of  some   religious 


14  SUNDAY    SCHOOL   TREATISE. 

truth  in  view,  as  otherwise  the  story  will  be  with- 
out its  chief  value. 

We  therefore  urge  the  importance  of  the  use 
of  appropriate  stories,  songs,  object  lessons  and 
gem  thoughts,  as  a  means  of  teaching  religious 
principles  so  that  they  may  become  motives  of 
action.  The  standard  Church  works  have  been 
carefully  examined, and  the  references  thereto  in 
this  Treatise  so  graded  and  classified  as  to  aid 
greatly  in  teaching  the  principles  of  the  Gospel. 
No  text  book  should  be  used  that  is  not  ap- 
proved by  the  Sunday  School  Union  Board. 

The  aim  of  the  Sunday  School  teacher  should 
be  directed  mainly  to  the  implanting  of  religious 
truths  by  precept  and  example,  rather  than 
merely  teaching  theological  facts,  for  the  knowl- 
edge of  facts  alone  will  not  make  a  child  re- 
ligious. A  plan  of  home  reading  is  likewise 
suggested,  which  should  be  worked  out  in  detail 
by  each  teacher  so  as  to  harmonize  with  the 
regular  class  work. 

Realizing  that  a  plan  of  study  can  accomplish 
the  greatest  good  only  when  it  is  worked  out  in 
detail  by  those  who  are  to  do  the  teaching,  a 
general  outline  of  the  work  to  be  followed  is 
here  presented,  with  abundance  of  material 
properly  arranged  and  classified,  leaving  to  the 
good  judgment  of  the  teacher,  under  the  super- 


SUNDAY    SCHOOL    TREATISE.  1 5 

vision  and  direction  of  the  Superintendent,  the 
detailed  planning  of  the  work. 

The  plan  is  broad  enough  to  embrace  the 
condition  of  any  Sunday  School  of  the  Latter- 
day  Saints,  and  we  urge  that  it  be  as  closely 
adhered  to  as  circumstances  will  allow,  thus 
making  our  schools,  to  a  degree  at  least,  uni- 
form. 

To  complete  the  entire  course  as  laid  out  in 
all  grades,  keeping  in  view  the  securing  of  right 
action  through  the  education  of  motive,  will  re- 
quire a  comprehensive  knowledge  of  the  Gos- 
pel; and  if  properly  taught  should  result  in  the 
true  religious  education  of  the  young. 


GENERAL  REMARKS  AND  SUGGESTIONS. 


REMARKS. 


Teaching  is  directing  the  self-activities  of  the 
learner,  and  is  fruitless  unless  there  be  awak- 
ened a  sympathy  between  the  teacher  and  the 
pupil.  Evoke  the  will  of  the  child,  that  is,  lead 
the  child  to  do  willingly  what  is  right.  Fear  of 
punishment  or  hope  of  material  reward  rarely 
stimulates  spiritual  growth,  generally  its  effects 
are    the  reverse.      A  healthy  spiritual  growth 


l6  SUNDAY    SCHOOL    TREATISE. 

affords  the  highest  pleasure,  and  is  the  noblest 
incentive  to  right  action. 


SUGGESTIONS. 

1.  Cultivate  an  intense  love   for  your  work. 

2.  Give  careful  thought  and  prayerful  study 
to  each  lesson  before  presenting  it  to  your  class. 

3.  Manifest  a  deep  interest  in  the  welfare  of 
your  pupils  at  all  times,  making  yourself  their 
spiritual  guardian. 

4.  Always  govern  your  pupils  through  a 
spirit  of  love.  Be  diligent  by  precept  and  ex- 
ample in  cultivating  regularity,  punctuality  and 
order. 

5.  Make  your  exercises  interesting,  by  fre- 
quent illustrations. 

6.  In  all  your  teachings  keep  in  view  the  end 
— spiritual  growth  and  moral  activity. 

7.  Cultivate  in  your  own  nature  the  virtues 
you  wish  to  inculcate  in  your  pupils. 

8.  All  instruction  in  the  Sunday  Schools  of 
the  Saints  should  have  for  its  aim  and  object  the 
development  in  the  hearts  of  the  students  of  a 
love  for  God  and  their  fellow-men,  and  faith  in 
the  Gospel  of  Jesus  Christ  and  the  great  work 
of  the  latter  days. 

9.   Have  pupils   report  the   good  acts  they 
see  others  perform. 


SUNDAY    SCHOOL   TREATISE.  I  7 

lo.  Proper  incentives:  a.  Duty  to  God,  to 
parents,  to  others  and  to  self.  h.  The  desire  to 
secure  temporal  and  spiritual  salvation,  c.  The 
desire  of  enjoying  the  approbation  of  God,  good 
men  and  your  own  conscience. 

Compulsory  methods  should  be  discarded, 
while  those  of  emulation  should  be  used  with 
the  greatest  care. 

The  Sabbath  morning  exercises  should  be 
conducted  in  the  following  order:  The  officers 
and  teachers  should  be  present  at  9:45  a.  m., 
and  welcome  with  a  kind  word  the  students  and 
visitors  as  they  enter;  and  each  pupil  should  be 
assigned  to  his  or  her  proper  place.  The  school 
should  commence  promptly  at  10  a.  m.,  and 
after  the  roll  of  officers  and  teachers  is  called,  a 
song  should  be  rendered  by  the  entire  school, 
an  appropriate  prayer  offered,  and  again  the 
school  should  unite  in  singing.  The  reading  of 
the  previous  Sunday's  minutes  should  follow. 
They  should  show  the  number  of  male  and 
female  pupils,  and  the  subject  taught  in  each 
department.  In  this  way  the  progress  of  the 
school  may  be  noted.  The  Secretary  should 
read  the  minutes  from  the  stand  in  a  clear,  dis- 
tinct and  sufficiently  loud  voice  to  be  heard  by 
all  present. 

Then  should  follow  the  administration  of  that 


I  8  SUNDAY    SCHOOL   TREATISE. 

sacred  ordinance,  the  sacrament  of  the  Lord's 
Supper,  during  which  the  most  profound  silence 
should  be  maintained.  If  preferred,  a  few  re- 
marks may  be  made  to  the  children  on  the 
nature  of  this  ordinance,  and  why  they  partake 
of  it;  appropriate  hymns  may  be  sung  by 
the  school  choir,  or  sacred  music  rendered  by 
the  organist. 

The  pupils  should  then  march  in  order  to 
suitable  music  on  the  organ,  to  their  respective 
places  of  study.*  Here  the  studies  pursued 
should  be  in  accordance  with  the  instructions  of 
the  Union  Board.  When  the  class  work  is 
finished,  which  should  be  about  11:30  a.  m., 
(except  on  the  days  on  which  teacher's  meetings 
are  held,  when  the  exercises  should  close  a 
little   earlier),    the   school  should   re-assemble. 


*  Organists  when  playing  for  marching,  should  give  prefer, 
ence  to  suitable  tunes  from  the  Deseret  Sunday  School  Song 
Book,  as  the  pupils  are  familiar  with  them  andean  consequently 
keep  better  time  in  marching.  We  suggest  as  examples  the 
following: 

"Come  Along,"  page  124. 

"Gather  Round  the  Standard  Bearer,"  page  145. 

"Marching  Home,"  page  128. 

"Weary  Not,"  page  136. 

"Waiting  for  the  Reapers,"  page  30. 

"The  Lord  is  My  Light,"  page  121. 

"Try  It  Again,"  page  78. 

"The  Primary  March,"  page  166. 

"Hope  of  Israel,"  page  34. 

"Today,"  page  154. 

"Marching  Homeward,"  page  35. 

"In  Our  Lovely  Deseret." 


SUNDAY    SCHOOL    TREATISE.  1 9 

practice  singing  for  ten  minutes  and  all  partake 
of  the  spirit  infused  by  the  closing  exercises. 
The  children,  when  outside  of  the  building, 
should  not  give  way  to  boisterous  and  irrever- 
ent conduct,  but  regarding  the  ground  as  sacred, 
leave  the  premises  in  an  orderly  manner. 


GRADING. 


The  grading  of  a  Sunday  School  is  the  pro- 
cess of  assigning  each  pupil  to  the  department 
best  suited  to  his  or  her  capacity,  and  of  ar- 
ranging the  departments  in  such  a  way  as  to 
enable  the  pupils  to  progress  by  a  logical  suc- 
cession of  studies.  It  is  an  essential  feature, 
and,  in  its  arrangement,  requires  a  thorough 
knowledge  of  Sunday  School  work, — its  spirit, 
aims  and  methods.  The  superintendency  of 
the  school,  with  the  concurrence  of  the  teach- 
ers, should  direct  this  labor,  which  should  al- 
ways be  carried  out  in  conformity  with  the  in- 
structions of  the  Deseret  Sunday  School  Union 
Board 

Owing  to  the  varied  conditions  and  the  di- 
versified facilities  of  the  respective  wards,  the 
question  of  how  to  accomplish  this  grading 
can   only  be  answered  in  a  general  way;  and 


20  SUNDAY    SCHOOL    TREATISE. 

the  good  judgment  of  the  superintendency 
and  teachers  must  be  used  so  that  it  will  re- 
sult most  beneficially  to  the  scholars.  How- 
ever, speaking  in  a  general  way,  where  there 
are  a  sufficient  number  of  pupils,  and  proper 
facilities,  each  school  should  be  graded  into 
four  departments. 

It  may  be  well  here  to  state  that  a  separate 
room  for  each  department  is  very  desirable, 
but  where  there  is  but  one  room  it  has  been 
found  advantageous  to  divide  it  by  curtains 
suspended  on  wires  or  rods  stretched  across 
the  room;  but  it  is  well,  where  possible,  to 
have  the  primary  department  by  itself;  and 
then  divide  the  one  room  between  the  three 
other  departments. 

The  primary  grade  may,  as  a  general  rule, 
include  the  smaller  children  under,  say,  8 
years  of  age;  the  first  intermediate  from  8 
to  12  years;  the  second  intermediate  from  12 
to  16  years  of  age;  and  the  higher  depart- 
ment all  those  not  embraced  in  the  other  de- 
partments. But  the  natural  ability  and  the 
advancement  of  the  pupils  should  always  be 
considered  when  grading  a  school.  Each  de- 
partment should  be  conducted  as  a  whole,  and 
should  have  one  head  teacher  with  two  or  more 
assistants.     Each    teacher   should   have   some 


SUNDAY    SCHOOL    TREATISE.  21 

Special  line  of  work  to  present,  and  everything 
.presented  should  harmonize  with  the  general 
plan. 


SUGGESTIVE  PROGRAM  FOR 
TEACHERS'  MEETINGS. 


1.  Short  opening  prayer. 

2.  Officers'  and  teachers'  roll-call. 

3.  Minutes  of  previous  meeting. 

4.  Reports   from  each  department   of  sta- 
tistics, studies  and  students. 

5.  Reports  of  committees. 

6.  Questions  and  answers  by  teachers. 

7.  Instructions  by  the  superintendency. 

8.  Benediction. 


PRIMARY  DEPARTMENT, 


REMARKS. 

As  the  main  object  of  the  Primary  teacher 
is  to  implant  religion  and  moral  virtues,  there 
should  always  be  a  practical  application  of 
religious  truth  through  all  the  course. 

All  instructions  are  best  given  to  a  child  on 
the  principle  of  object  lessons.  There  should 
be  a  thread  of  appropriate  historical,  biograph- 
ical and  geographical  facts  running  through 
the  entile  course. 

SUGGESTIONS. 

1.  Follow  the  growth  of  the  mind  of  the 
little  ones,  adapting  your  instructions  step  by 
step  to  their  mental  capacities. 

2.  Teaching  should  be  mainly  oral. 

3.  Have  variety — don't  tire  the  children. 

4.  Let  occasion  frequently  suggest  the  topic. 

5.  Let  your  manner  be  cheerful  and  polite. 
Correct,  but  never  scold. 

6.  When  an  important  principle  is  to  be 
presented,  prepare  the  mind  of  the  child  by 
awakening  its  feelings  through  illustrations, 
testimonies,  songs,  etc. 


SUNDAY    SCHOOL    TREATISE.  23 

7.  Have  system  in  all  your  work,  and  have 
the  lessons  so  arranged  that  there  will  be  a 
logical  connection   between  each  one  of  them. 

8.  Let  singing  (in  concert)  enliven  the 
other  exercises. 

9.  Review.      (See  page  8.) 

10.  Impress  the  children  by  your  example 
with  the  principle  of  following  the  instructions 
and  counsels  of  their  file  leaders. 


COURSE  OF  STUDY. 

1.  Short  talks  about  family  and  ward  or- 
ganizations leading  up  to  the  organization  of 
the  Church,  and  the  experience  of  parents  and 
those  with  whom  the  children  are  acquainted, 
in  connection  with  the  rise  and  history  of  the 
Church. 

2.  Also  incidents  connected  with  the  early 
history  of  the  Church,  mcluding  the  boyhood 
of  Joseph  Smith,  his  first  prayer  and  its  an- 
swer, his  humility  and  integrity,  as  well  as  the 
lives  of  the  other  leaders;  the  settlement  of 
Utah,  and  the  trials  and  hardships  endured  by 
its  founders  should  be  reviewed.  No  better 
material  can  be  found  for  teaching  the  virtues 
than  the  lives  and  experiences  of  the  founders 
and  pioneers  of  the  Church  of  Christ. 


24  SUNDAY     SCHOOL    TREATISE. 

3.  Occasional  brief  talks  about  our  own 
country,  its  cities,  and  its  people,  as  bearing  on 
the  history  of  the  Latter-day  Saints,  for  the 
purpose  of  implanting  a  love  for  country  and 
especially  a  love  for  our  mountain  home  where 
God  has  led  us. 

4.  Talks  about  the  Lamanites,  their  origin, 
habits  and  customs,  followed  by  easy  stories 
from  the  Book  of  Mormon. 

5.  The  life  of  our  Savior,  particularly  in 
cidents  in  His  childhood  and  ministry;  His  love 
for  little  children,  and  how  He  taught  all  the 
virtues  by  example.  His  visit  to  this  conti- 
nent. Also  incidents  in  the  lives  of  His 
apostles  and  disciples  of  all  dispensations. 

6.  Elementary  Bible  stories  of  such  sub- 
jects as  the  Creation,  Adam  and  Eve,  the  Gar 
den  of  Eden,  Noah  and  the  Flood,  incidents  in 
the  lives  of  the  Patriarchs,  the  bondage  and  de- 
liverance of  the  Hebrews,  the  story  of  Joseph, 
David,  Daniel,  the  three  Hebrew  children,  etc. 

7.  Easy  lessons  on  the  first  principles  and 
ordinances  of  the  gospel,  such  as  faith  in  God, 
the  priesthood  and  the  gospel;  repentance, 
baptism  and  the  laying  on  of  hands  ;  the  sac- 
rament of  the  Lord's  Supper,  the  Word  of 
Wisdom,  fasting,  prayer,   temples,  etc. 

8.  Manners  and  morals  on  the  foundation  of 


SUNDAY    SCHOOL    TREATISE.  25 

the  word  of  God  should  also  form  an  important 
part  of  the  work  in  this  department. 

All  th^  above  should  be  logically  interwoven 
with  judicious  selections  from  such  subjects  as 
given  below,  and  taught  by  the  use  of  interest- 
ing stories,  songs,  gem  thoughts,  and  object 
lessons.  Do  not  get  beyond  the  capacity  of 
the  class. 


REFERENCES  FOR  COURSE  OF  STUDY. 

The  references  given  under  the  heads  of  the 
various  departmen  s  are  not  to  be  used  in  suc- 
cession, but  promiscuously  as  needed.  When 
a  needed  reference  is  not  found  under  the  head 
of  your  department,  look  it  up  in  another  or 
suggest  one  yourself. 

COURAGE. 
Story   of  Daniel    being   cast   into   the  lion's 
den.     Daniel  6  ch. 

Lehi's  obedience  in  warning  Jesusalem.  I 
Nephi  i:  18-20. 

FORGIVENESS. 
Story  of  Joseph   sold  into   Egypt.     Gen.  2il 
and  43  ch. 

Christ's  words  upon  the  cross.    Luke  23  :  34. 
The  Lord's  Prayer.     Matt.  6:  12. 


26  SUNDAY  SCHOOL  TREATISE. 

Nephi's  forgiveness  of  his  brethren.  I 
Nephi  7:  19-21. 

FAITH. 

Lehi's  f;iith  in  the  Lord's  word  with  refer- 
ence to  Jerusalem.     I  Mephi  1:16-20. 

Nephi's  faith  prevents  his  brothers  from  tak- 
ing his  Hfe.     I  Nephi  7:  8-19. 

Lehi  and  his  people  preserved  from  destruc- 
tion on  the  sea.     I  Nephi  18:  14-22. 

Alma  and  Amuiek  delivered  from  prison  in 
the  city  of  Ammonihah.  Alma  14:  24  to  end 
of  ch; 

Ammon's  life  preserved.  Alma  17:  25  to 
end  of  ch. 

Korihor,  the  anti-Christ,  struck  dumb.  Alma 
30:45  to  end  of  ch. 

Thefour  thousand  miraculously  fed.    Mark  8: 

J  9- 

The  water  turned   into  wine.     John  2:  i-ii. 
Christ  heals  the  sick  of  the  palsy.     Mark  2* 
1-12. 

FAITHFULNESS. 

Nephi's  faithfulness  in  preparing  for  the 
voyage,  and  while  upon  the  ocean.  I  Nephi 
18:1  15. 

Nephi's   faithfulness  as   shown   in  his   untir- 


SUNDAY  SCHOOL  TREATISE.  2'] 

ing    efforts  to  secure  the  records  of  Laban.     I 
Nephi  3  and  4  ch. 

Paul's  faithfulness,  Rom.  ch.  i. 

GOODNESS  OF  GOD. 

God  manifests  His  power  in  behalf  of  His 
servants  in  prison.  Helaman  5:20  to  end  of 
chapter. 

The  Lord  preserves  Samuel,  the  Lamanite 
Prophet;  from  injury  by  his  enemies.  Hela- 
man 16:  1-9. 

Signs  and  manifestations  among  the  Neph- 
ites,  at  the  time  of  Christ's  birth.  Ill  NephL 
1:9-21. 

Elijah  fed  by  the   ravens.     I  Kings    17:1-68. 

Joseph  and  his  family  v^arned  to  depart  into 
Egypt.     Matt.  2:13. 

GENEROSITY. 

An  Indian  gives  his  moccasins  to  Elder  W. 
C.  Staines.     "A  String  of  Pearls,"  ch.  4. 

Captain  Baker's  Generosity.  "Gems  for  the 
Young  Folks" — "Help  in  time  of  need." 

LOVE. 

The  story  of  Moses.     Exodus  2  ch. 
Christ's  love  for  little  children.      Matt.  19:13- 
15.    Ill   Nephi   17:  II  to  end  of  ch. 


X  '^   '    \  > 


28  SUNDAY  SCHOOL  TREATISE. 

Christ  appears  to  the  Nephites;   His  love  for 
the  world.     Ill  Nephi   11:1-17. 

OBEDIENCE. 

Naaman's  leprosy  cured  through  his  obed- 
ience to  Elisha.     II  Kings,  5  ch, 

The  lives  of  Noah  and  his  family  saved 
through  obedience.      Gen,  6,  7  and  8  ch, 

Abraham's  obedience  in  offering  his  son  as 
a  sacrifice.     Gen.  22  ch. 

Xo  manna  to  be  gathered  on  the  Sabbath 
day.     Exodus  16:  27-31. 

The   story  of  the   Passover.     Exodus  12  ch. 

Jonah  and  the  tempest  at  sea.  Jonah  i  and 
2  ch. 

Christ's  return  with  His  parents  to  Nazareth. 
Luke  2:  43-52. 

Lehi's  obedience  in  taking  his  family  into  the 
wilderness.     I.  Nephi  2:  2-6. 

Lehi's  company  obedient  to  the  directions  of 
the  "ball"  in  their  travels.     I  Nephi  16:  9-16. 

Nephi  builds  a  ship.     I   Nephi  17:   7-19;   18: 

1-4. 

Nephi  and  a  small  company  obey  the  Lord 
in  leaving  their  brethren  in  the  land  of  their 
first  inheritance  and  journeying  into  the  wilder- 
ness.    II  Nephi  5:   1-12. 


SUNDAY    SCHOOL    TREATISE.  29 

PENITENCE. 

The  prodigal  son.     Luke  15:   11-32. 
Zeezrom's  humility.     Alma  15:   1-12. 

REVERENCE. 

Wise  men  worship  Jesus.     Matt.  2:    1-12. 

SELF-CONTROL. 

Christ's  trial.    Matt.  26  and  27  ch. 

WISDOM. 

Solomon  and   the  two  mothers.     I  Kings   3: 
16-28. 


MODEL  LESSON  FOR  SUNDAY 
SCHOOLS. 


PRIMARY  GRADE. 

First  briefly  review  previous  lesson. 
Book  of  Mormon  chart  exercise:    lehi's  peo- 
ple BUILDING  THE  SHIP.     (I.  Nephi,  chapter  17.) 

OBEDIENCE. 

A.    INSTRUCTIONS  TO  THE  TEACHER. 

1.  Let  each  child  point  out  something  it 
notices  in  the  picture,  and  name  it,  to  cultivate 
the  power  of  observation.  Give  explanations 
when  necessary. 

2.  When  all  the  main  objects  in  the  picture 
have  been  pointed  out,  named  and  explained, 
summarize  them  and  give  them  life,  as  it  were, 
by  telling  in  brief  the  story  represented  by  the 
picture. 

3.  Remove  the  picture  and  catechise  from 
the  story,  so  that  the  mind  picture  takes  the 
place  of  the  paper  picture. 

4.  Your  catechization  ought  gradually  to 
lead  to  the  main  point  you  desire  to  make,  as 
in  this  instance,  Obedience. 


SUNDAY    SCHOOL    TREATISE.  3 1 

5.  Let  the  children  make  short  statements 
of  what  they  have  learned  from  the  lesson. 

B.    CATECHIZATION. 

1.  Question:  What  are  these  people  trying 
to  do? 

Answer:  These  people  are  building  a  ship. 

2.  Q.  Who  were  the  people  we  have  seen  in 
our  former  pictures? 

A.  They  were  Lehi,  his  sons,  and  those  who 
came  with  him  from  Jerusalem. 

3-  Q  What  was  the  name  of  one  of  the  sons 
of  Lehi,  whom  God  loved  the  most? 

A.  The  name  of  the  one  whom  God  loved 
the  most  was  Nephi. 

4.  Q.  How  was  Nephi  always  represented  in 
the  pictures? 

A.   He  was  represented  with  a  blue  coat  on. 

5.  Q.  Who  can  point  out  Nephi  in  this  pic- 
ture? 

(The  children  point  out  Nephi.) 

6-  Q-  Why  did  Lehi  and  his  people  want  to 
build  a  ship? 

A.  They  wanted  to  build  a  ship  because  the 
Lord  had  commanded  it. 

7.  Q.  How  did  they  know  that  the  Lord  had 
commanded  it? 

A.  Because  Nephi  told  them  so. 


32  SUNDAY    SCHOOL    TREATISE. 

8.  Q.   How  did  Xephi  know  it? 

A.   Because  the  Lord  had  revealed  it  to  him. 

9.  Q.  What  do  we  call  a  man  to  whom   God 
reveals  or  makes  known  His   commandments  ? 

A.    A  man   to  whom  God  reveals  His   com- 
mandments we  call  a  prophet. 

10.  Q.  What,  then,  was  Nephi? 
A.   Nephi  was  a  prophet. 

11.  Q.  What  other  prophet  have  you  heard  ot? 
A.   We  have   heard  of   the   Prophet   Joseph 

Smith. 

12.  Q.   What  is  the  name  of  the  prophet  now 
living? 

A.  The  name  of  the  prophet   now  living  is 


13.  Q.  In  whose  name  does  a  prophet  speak 
when  he  speaks  by  inspiration? 

A.  When  a  prophet  speaks  by  inspiration  he 
speaks  in  the  name  of  the  Lord. 

14.  Q.   What  do  we  say  of  any  one  who  does 
as  a  prophet  tells  him? 

A.   Any  one  who  does  as  a  prophet  tells  him 
is  called  obedient. 

15.  Q.  To  whom  is  a  person   obedient  that 
obeys  the  words  of  a  prophet  ? 

A.     Any    one    that    obeys    the    words    of  a 
prophet  is  obedient  to  God. 


SUNDAY    SCHOOL    TREATISE.  33 

16.  Q.  What  is  any  one   called   that   is   not 

obedient. 

A.     Any  one   that  is   not   obedient  is  called 

disobedient. 

17.  Q.  How  did  Nephi  act  when  he  was  told 
the  will  of  God? 

A,    Nephi  was  always  obedient. 

18.  Q.  How  did  the  brothers  of  Nephi  some- 
times act  when  they  were  told  the  will  of  God? 

A.  The  brothers  of  Nephi  were  sometimes 
disobedient. 

19.  O.  What  did  God  do  when  they  were 
disobedient? 

A.  God  punished  them  when  they  were  dis- 
obedient ? 

20.  Q.  What  other  man  have  you  heard  of 
who  once  built  a  ship  because  God  told  him  to? 

A.  I  have  heard  ot  Noah,  who  once  built  a 
ship  because  God  told  him  to  do  so. 

(Here  the  teacher  tells  the  story  of  the  build- 
ing of  the  ship  by  Lehi's  people.  After  remov- 
ing the  picture,  reviews  the  story  by  questions, 
working  to  the  point,  already  prepared  by  the 
introductory  questions,  viz.,  Obedience.) 

21.  Q.  Who  else  besides  a  prophet  has  a 
right  to  tell  you  what  you  should  do? 

A.  Our  parents  have  a  right  to  tell  us  what 
we  should  do. 


34  SUNDAY    SCHOOL   TREATISE. 

2  2.  Q.  What  other  persons  should  you  also 
obey? 

A.    We  should  Also  obey  our  teachers. 

23.  Q.  What  will  God  do  with  children  that 
are  obedient  to  their  parents  and  teachers? 

A.  God  will  bless  the  children  who  obey 
their  parents  and  teachers. 

24.  Q.  What  have  we  learned  in  this  lesson? 
A.  We  have  learned  that  we  should  be  obe- 
dient to  God,  our  parents  and  teachers. 

25.  Q.  What  will  happen,  if  you  are  not  obed- 
ient? 

A.  If  we  are  not  obedient  we  shall  displease 
our  Heavenly  Father. 

26.  Q.  What  will  God  do  with  those  who 
are  obedient? 

A.  God  will  bless  those  who  are  obedient. 

When  the  lesson  is  completed  the  teacher 
should  announce  to  the  pupils  the  subject  of 
the  next  lesson. 

CONCLUSION. 

These  questions  and  answers  are  leading 
points  only.  They  may  occasionally  require 
preparatory  questions  between,  inasmuch  as 
the  main  question  may  not  be  fully  understood, 
or  a  wrong  answer  may  be  ^iven. 

If  possible  no  answer  should  be  rejected^  but 


SUNDAY    SCHOOL    TREATISE.  35 

be  made  use  of  for  the  next  question,  that  it 
may  lead  the  child  to  the  right  answer.  In  such 
cases,  however,  avoid  quibbling  or  useless  play- 
ing with  words,  but  rather  give  the  correct  an- 
swer yourself  if  not  obtainable  from   the  class. 

It  is  by  no  means  necessary  that  a  lesson  like 
the  present  one  be  gone  through  with  in  one 
recitation.  In  some  cases  it  may  require  two 
or  even  three  recitations  to  get  the  subject  fully 
ingrafted  on  the  minds  of  the  pupils. 

Every  chart  presents  an  opportunity  for  a 
variety  of  similar  catechizations. 


FIRST  INTERMEDIATE 
DEPARTMENT, 


REMARKS. 

Continue  all  the  work  of  the  Primary  grade, 
adjusting  it  to  the  increased  mental  capacities 
of  the  pupils.  The  history,  biography  and 
geography  commenced  in  the  Primary  depart- 
ment should  be  continued  in  this  grade. 

The  subjects  and  references  following  these 
remarks  should  be  judiciously  selected  and 
taught  by  means  of  stories,  songs  and  illustra- 
tions. In  connection  with  the  regular  Sunday 
School  work,  a  course  of  home  reading  may  be 
laid  out  for  the  pupils.  Brief  talks  on  suitable 
subjects  should  be  assigned  to  the  pupils. 
Short  passages  and  quotations  should  be  com- 
mitted to  memory  by  the  whole  department. 
In  this  department,  also,  a  frequent  use  of  gem 
thoughts  should  be  introduced. 

SUGGESTIONS- 

1.  Review  the  work  of  the  primary  depart- 
ment, then  build  logically  upon  it. 

2.  Let  your  teaching  be  partly   oral,  and,  if 


SUNDAY    SCHOOL    TREATISE.  37 

in  a  separate  room^  interspersed  with  singing, 
questions,  recitations,  etc.,  in  which  all  the 
pupils  should  be  encouraged  to  take  a  part. 

3.  Especially  in  this  department  should 
teachers  avoid  ''cramming"  the  pupils  with 
mere  facts.  Rather  cultivate  a  high  standard 
of  moral  and  religious  feeling. 

4.  Lead  the  children  to  perform  willingly 
acts  of  devotion,  politeness,  veneration,  mercy, 
kindness,  etc. 

5.  Always  present  correct  models  of  right 
conduct,  never  detailinof  immoral  acts. 

6.  Encourage  children  to  occasionally  make 
brief  reports  of  what  they  have  read  at  home. 

7.  Lead  children  to  bear  testimony  of  their 
faith  and  experience. 

8.  Strive  always  to  leave  a  desire  in  the 
minds  of  the  children  at  the  close  of  your  class 
work  to  be  present  at  the  next  exercise. 

9.  Impress  upon  the  children,  by  your  own 
example,  the  principle  of  following  the  counsel 
and  instruction  of  our  file  leaders. 

COURSE  OF  STUDY. 

I.  The  life  and  mission  of  the  Savior.  First 
take  imaginary  journeys  to  the  Holy  Land  for 
the  purpose  of  teaching  relative  locality;  give 
something  of  the  g^eneral  appearance   of  the 


38  SUNDAY    SCHOOL    TREATISE. 

country,  its  products,  animals,  people,  cities, 
etc.  Brief  talks  about  the  Jews,  and  the  laws 
and  government  of  the  Romans.  Use  map  or 
blackboard  for  locating  places  and  indicating 
travels.  Show  the  harmony  between  the  prin- 
ciples and  doctrines  taught  by  the  Savior  and 
His  Apostles  and  those  of  to-day.  Incidents 
in  the  lives  and  works  of  the  Apostles,  ancient 
and  modern. 

2.  The  condition  of  the  world  after  the  days 
of  the  Apostles,  showing  the  loss  of  the  gospel. 

3.  The  opening  of  this  dispensation  by  the 
Prophet  Joseph  Smith.  The  life  of  the  Prophet 
and  other  leaders,  in  connection  with  the  early 
rise  of  the  Church  and  the  settlement  and 
growth  of  these  valleys. 

4.  Bible  and  Book  of  Mormon  stories  simi- 
lar to  those  presented  in  the  primary  depart- 
ment, but  in  greater  detail,  and  some  attention 
may  be  given  to  chronological  order. 

5.  A  series  of  interesting  and  brief  stories 
from  the  Book  of  Mormon  taking  up  the  most 
important  characters  and  events.  The  object 
should  be  to  awaken  an  interest  in  this  divine 
record. 

6.  First  principles  and  ordinances  of  the 
gospel;  fasting,  prayer,  the  laying  on  of  hands, 
the    sacrament    of    the    Lord's     Supper,    the 


SUNDAY    SCHOOL    TREATISE.  39 

Aaronic  Priesthood,  its  offices  and  functions. 

7,  Missionary  experience  given  in  the  form 
of  stories  will  be  found  of  great  interest  in  this 
grade, 

8.  Enlarge  upon  the  course  of  manners  and 
morals  as  taught  in  the  Primary  department, 
showing  the  duty  we  owe  to  each  other,  to  our 
parents  and  superiors,  to  the  priesthood  and  to 
God. 

This  course  is  an  elaboration  of  the  Primary 
department,  but,  in  detailing  this  work,  the 
class  should  be  carefully  studied  in  order  to 
keep  within  its  capacity. 

REFERENCES  FOR  COURSE  OF  STUDY. 

COURAGE. 

Courage  of  Alma,  the  High  Priest.  Mosiah 
23:  25-29. 

Courage  of  the  people  of  Limhi.  Mosiah 
20:  9-1 1. 

Courage  of  Mormon.     Mormon  2  ch. 
Jeremiah's    courage    before    Zedekiah.     Jer. 

34:  1-7. 

DEVOTION. 

The  woman  who  anointed  Jesus'  feet.  Luke 
7:  3650. 


40  SUNDAY    SCHOOL    TREATISE. 

FORGIVENESS. 

David  forgives  Saul  though  Saul  sought  his 
life.     I  Samuel  24  ch. 

Doctrine  and  Covenants,  Sec.  64:  9;  98:  23- 
26,  39-48. 

Nephi  forgives  his  brethren.  I  Nephi  7:15-22. 

FAIIH. 

The  woman  of  Canaan.     Matt.    15:21-28. 

Nephi's  great  faith  in  the  God  of  his  fathers. 
I  Nephi  4:  1-5. 

Through  faith  in  God  Nephi  is  enabled  to 
build  a  ship   to   cross  the  ocean.     I  Nephi  17: 

7-55;  18:  1-4. 

God's  judgment  on  Sherem,  the  anti  Christ 
for  seeking  to  destroy  the  faith  of  the  Neph- 
ites.     Jacob  7  ch. 

The  prophet  Abinadi's  life  is  threatend,  but 
is  spared  through  faith.      Mosiah  13:  i-io. 

First  conversion  among  the  Lamanites. 
Alma  19  ch. 

Many  more  of  the  Lamanites  believe  the 
Gospel.     Alma  21:  16-23. 

Jared  and  a  few  others  are  preserved  from 
the  curse  of  God  at  the  Tower  of  Babel.  The 
wonderful  faith  of  the  brother  of  Jared.  Ether 
i:  ^^  to  end  of  ch. 

The  faith  of  the   two   thousand  young  men 


SUNDAY    SCHOOL    TREATISE.  4 1 

known  as  the  sons  of  Helaman.     Alma  56  and 
57  chs, 

Lazarus  raised  from   the  dead.     John   ch.  11. 

Christ's  Miracles.      Matt.  ch.  8. 

FAITHFULNESS. 

Faithfulness  of  Jared  and  his  people.  Ether 
6  ch. 

Faithfulness  of  Abraham's  servant.  Gen. 
24  ch. 

HUMILITY, 

Dispute  of  the  disciples.      Matt,  18:  1-6. 

Trials  of  Jesus.     Matt.  27  ch. 

Humility  and  penitence  of  the  sons  of  Mosiah. 
Alma  17:   2-17. 

Doctrine  and  Covenants,  Sec.  3:  4;  5:  4,  24; 
12:  8;   29:  1-2;  61:   2>7'>  loi:  42. 

Preaching  tor  a  supper.  Faith  Promoting 
Series.     Leaves  from  my  Journal,  ch.  6. 

HONESTY. 

Indians  and  the  melons.  Faith  Promoting 
Series.     Jacob  Hamblin,  ch.  5. 

INDUSTRY. 

Idleness  condemned.  Doctrine  and  Coven- 
ants, Sec.  68:   30  3  ( ;   75:  29. 

Dressing  buffalo  robes.  Faith  Promoting 
Series.      A  String  of  Pearls,  ch.  6. 


42  SUNDAY  SCHOOL  TREATISE. 

JUSTICE. 

Doctrine  and  Covenants,  Sec.  38:  26;  Sec. 
82:   3;  102 — High  Council  a  court  justice, 

KNOWLEDGE, 

Talking  to  the  Indians  by  means  of  a  French- 
man. Faith  Promoting  Series,  A  String  of 
Pearls,  ch,  5, 

Study  of  Wisdom,      Proverbs  ch,  4. 

MERCY. 

Christ's  sermon  on  the  mount.  Matt,  ch,  5. 
See  also  III  Nephi  ch.  12, 

PERSEVERANCE. 

The  woman  of  Canaan,      Matt.  15:   21-25, 
Elisha    remains    with    Elijah    to    obtain    the 
spirit  enjoyed  by  him.      2  Kings  2:   115. 

PATIENCE, 

Trials  of  Jesus.      Matt.  27  ch. 
Doctrine  and   Covenants,    Sec.    98  :    23-26  ; 
loi:  5. 

PRUDENCE. 

Prudence  of  King  Zeniff.      Mosiah  10:  1-9. 

PENITENCE  AND  REPENTANCE. 

Conversion  of  Paul.      Acts  9:  1-30. 
Penitence  of  King  Benjamin's  people.    Mosiah 
4:  1-3- 


SUNDAY  SCHOOL  TREATISE.  43 

Alma,  the  younger,  and  the  sons  of  Mosiah 
turned  from  their  wickedness.  Mosiah  27:  8  to 
end  of  ch. 

Sons  of  Mosiah  preach  repentance  to  the 
Lamanites.     Alma  17:  2-17. 

The  Lamanite  king,  Lamoni,  repents.  Alma 
18  ch. 

Penitence  of  King  Lamoni's  father.  Alma 
20:19-27. 

Many  Lamanites  turn  to  the  Lord.  Alma 
21:16  to  end  of  ch. 

•Penitence  of  the  Lamanites,  thousands  con- 
verted.    Alma  23  ch. 

PRAYER. 

The  Savior's  instructions  on  prayer.  Matt. 
6:5-14. 

Doctrine  and  Covenants,  Sec.  19:28,  ^S; 
29:  6;  41:3;  10:5;  11:5;  12:5;  18:18;  88:62-65, 
76,  126. 

PIETY. 

An  outdoor  prayer  room.  Faith  Promoting 
Series.     A  String  of  Pearls  6  ch. 

The  child  Samuel's  services  in  the  House  of 
the  Lord.     I  Samuel  3  ch. 

PUNCTUALITY. 

Doctrine  and   Covenants,  Sec.   88:129,    130. 


44  SUNDAY  SCHOOL  TREATISE. 

SYMPATHY. 

Joseph  weeps  through  sympathy  for  his 
brethren.     Gen.  43:29-30;  45:1-2. 

Judah  in  sympathy  for  his  father  offers  him- 
self as  a  bondsman   for   Benjamin.     Gen.   44: 

14-34. 

Elisha  to  save  the  widow's  son  increases  the 
oil.     II  Kings,  4:1-7. 

The  raising  of  Lazarus.     John  11:1-46. 

Jesus   heals  the  two  blind   men.     Matt.   20: 

30-34. 

Sympathy    of  part  of  Ishmael's    family    for 

Nephi.     I  Nephi  7:18-22. 

SELF-DENIAL. 

Satan  tempts  Jesus.     Matt.   4:1-11. 

Cottonwood  bark — Indian  chief  and  venison. 
Faith  Promoting  Series.  A  String  of  Pearls, 
6  ch. 


MODEL  LESSON  FOR  SUNDAY 
SCHOOLS. 


FIRST  INTERMEDIATE  GRADE. 

First  briefly  review  the  previous  lesson. 
Sons  of  Helaman.   (Alma:  ch.   56  58.) 

FAITH. 

Ammon  and  his  brothers,  Aaron,  Omner 
and  Himni,  sons  of  Mosiah  II.,  the  last  king  of 
the  Nephites  in  the  land  of  Zarahemla,  had 
converted  a  great  many  Lamanites  in  the  land 
of  Nephi,  and  had  brought  them  to  the  land  of 
Zarahemla,  v^here  the  Nephites  gave  them  a 
nev^  home.  These  people  were  called  Am- 
monites after  Ammon,  their  leader. 

As  they  had  repented  of  all  their  many 
murders  which  they  had  committed,  they  made 
a  covenant  with  the  Lord  never  to  shed  blood 
again.  But  when  after  many  years  the  La- 
manites came  again  into  the  land  and  a  terrible 
war  broke  out  between  them  and  the  Nephites, 
that  the  Nephites  lost  many  cities,  and  many 
people  were  slain,  these  Ammonites  were  very 
sorry  that  they  could  not  help  the  Nephites  on 


46  SUNDAY    SCHOOL    TREATISE. 

account  ot  this  covenant  which  they  had  made 
with  the  Lord. 

There  w  re,  however,  2000  young  men 
among  them,  who  were  too  young  to  make  this 
covenant  at  the  time  their  fathers  did  so;  and 
these  young  men  were  free  to  go  into  the  war 
without  breaking  any  covenant. 

These  young  men  had  been  taught  by  their 
mothers,  from  their  childhood,  to  keep  the 
commandments  and  to  have  faith  in  God.  The 
Prophet  Helaman,  a  son  of  the  Prophet  Alma, 
had  also  been  their  teacher. 

So  faithful  and  obedient  to  the  teachings  of 
Helaman  had  these  young  men  been  that  that 
prophet  in  a  letter  which  he  wrote  to  the  great 
general,  Moroni,  called  them  his  sons.  Moroni 
was  the  chief  commander  of  all  the  Nephite 
armies.  He  is  not  the  same  Moroni  that 
buried  the  plates  in  the  hill  Cumorah  nearly 
500  years  later. 

Helaman  and  these  2000  young  men  oined 
the  Nephites  in  the  war  against  the  Lamanites. 
As  they  all  had  been  brought  up  to  have  faith 
in  God  and  to  keep  His  commandments,  they 
were  not  afraid  to  fight,  but  were  very  brave. 
Tney  seemed  to  be  terrible  to  the  Lamanites, 
of  whom  they  slew  many,  took  others  prisoners, 
and  drove  the  rest  to  flight.     But  none   of      e 


SUNDAY    SCHOOL    TREATISE.  47 

young  men  were  killed,  although  many  of  them 
fainted  from  loss  of  blood  and  exhaustion. 

The  Lord  thus  protected  these  young  men 
on  account  of  their  great  faith  in  Him. 
CATECHIZATION. 

I.     Q.    Who  was  the  last  king  of  the  Neph- 
ites  in  the  land  of  Zarahemla? 

A.    The  last  king   of  the   Nephites  in    the 
Land  of  Zarahemla  was  Mosiah  II. 

2      Q.     What  were  the  names  of  the  sons 
of  Mosiah  II  ? 

A.    The  names    of  the  sons  of   Mosiah    II 
were  Ammon,  Aaron,  Omner  and  Himni. 

3-     Q-     Which  of  his  sons  was  the  leader  in 
converting  the  Lamanites  in  the  land  of  Nephi  ? 

A.     Ammon    was  the  leader  in    converting 
many  Lamanites  in  the  land  of  Nephi. 

4.  Q.    Where    did    they    take    those    con- 
verted Lamanites  ? 

A.    They  took  them  to  the  land  of  Jershon, 
in  the  land  of  Zarahemla. 

5.  Q.    By  what  name  were  those  converted 
Lamanites  known  among  the  Nephites  ? 

A.     They  were  known  among  the  Nephites 
by  the  name  of  Ammonites. 

6.  Q.    Why  were  they  called  Ammonites  ? 
.  A.     They  were  called  Ammonites  after  Am- 
mon, their  leader. 


48  SUNDAY    SCHOOL    TREATISE. 

7.  Q.  What  covenant  did  these  Ammonites 
make  with  the  Lord? 

A.  They  made  the  covenant  never  to  shed 
any  more  human  blood. 

8.  Q.    Why  did  they  make  such  a  covenant? 
A.     They  made  this  covenant  because  they 

felt  sorry  for  the  many  murders  they  had  com- 
mitted before. 

9.  Q.  How  did  they  feel  when  after  many 
years  another  bloody  war  broke  out  between 
the  Lamanites  and  Nephites? 

A.  They  felt  that  they  would  like  to  help 
the  Nephites,  but  dare  not  do  so  on  account  of 
their  covenant. 

10.  Q.  Who  was  there  among  them  that 
had  not  made  such  a  covenant? 

A.  There  were  two  thousand  young  men 
among  them  who  were  too  young  to  make  this 
covenant  at  the  time  their  fathers  did  so. 

11.  Q.  In  what  way  had  these  young  men 
been  brought  up  by  their  mothers  ? 

A.  They  had  been  brought  up  by  their 
mothers  to  keep  the  commandments  of  God. 

12.  Q.     Who  else  had  been  their  teacher? 
A.    Helaman  had  been  their  teacher. 

13-     Q-     Who  was  Helaman? 
A.     Helaman  was  a  prophet,  and  a  son  of 
the  Prophet  Alma. 


SUNDAY    SCHOOL    TREATISE.  49 

14.  Q.  What  did  Helaman  call  these  young 
men? 

A.     Helaman  called  these  young  men  his  sons. 

^5-     Q-  Why  did  he  call  them  so? 

A.  He  called  them  so  because  they  had 
been  faithful  and  obedient  to  his  teachings 
from  their  childhood  up. 

16.  Q.  To  whom  did  Helaman  write  a 
letter  about  these  young  men? 

A.  Helaman  wrote  a  letter  to  Moroni  about 
these  young  men. 

^7-  Q-  Who  was  Moroni? 

A.  Moroni  was  the  chief  commander  of  all 
the  Nephite  armies. 

18.  Q.  For  what  other  Moroni  should  you 
not  mistake  this  commander-in-chief? 

A.  We  should  not  mistake  him  for  that 
Moroni  who  buried  up  the  plates  in  the  hill 
Cumorah. 

19.  Q.  How  many  years  later  did  that  other 
Moroni  live? 

A.  The  other  Moroni  lived  nearly  500  years 
later. 

20.  Q.  What  did  Helaman  w)ite  to  Moroni 
about  these  2000  young  men? 

A.  He  wrote  to  Moroni  that  he  and  his  two 
thousand  young  men  had  joined  the  Nephites 
in  the  war  against  the  Lamanites. 


50  SUNDAY    SCHOOL    TREATISE. 

2  1.  Q.  Why  were  these  young  men  not 
afraid  to  fight? 

A.  They  were  not  afraid  to  fight  because 
they  had  been  brought  up  in  the  faith  of  God 
and  in  keeping  His  commandments. 

2  2.  Q.  How  did  they  appear  to  the  Lam- 
anites? 

A.  They  appeared  terrible  to  the  Lamanites. 

2  3-  Q-  What  would  you  call  these  young 
men  because  they  were  not  afraid? 

A.  Because  they  were  not  afraid  we  would 
call  them  brave. 

24.  Q.  How  did  the  war  go  with  the  Lamanites? 
A.    Many  Lamanites  were  slain,  many  taken 

prisoners,  and  the  rest  put  to  flight. 

25.  Q.  How  did  the  young  men  get  along 
in  the  war? 

A.  None  of  the  young  men  were  slain,  but 
some  of  them  fainted  from  loss  of  blood  and 
exhaustion. 

26.  Q.  Why  were  they  not  slain  like  the 
others? 

A.  They  were  not  slain  like  the  others  be- 
cause the  Lord  protected  them  on  account  of 
their  faith,  and  because  they  had  kept  His  com- 
mandments. 

2 7-  Q.  What  commandments  of  God  have 
you  been  taught? 


SUNDAY    SCHOOL    TREATISE.  5  I 

(Here  the  children  will  name  as  many  of 
the  commandments  of  God  as  they  can  remem- 
ber, viz :  Prayer,  Word  of  Wisdom,  to  keep 
holy  the  Sabbath  day,  to  honor  father  and 
mother,  etc.) 

28.  Q.  What  have  you  learned  then  that 
God  will  do  for  you  if  you  have  faith  in  Him 
and  keep  His  commandments? 

A.   He  will  protect  us. 

29.  Q.  Give  an  instance  of  when  we  need 
the  protection  of  the  Lord. 

A.  We  need  the  protection  of  the  Lord 
when  we  are  sick. 

30.  Q.  When  you  are  sick,  what  should  you 
have  to  get  well? 

A.  When  we  are  sick,  we  should  have  faith 
in  the  Lord  in  order  to  get  well. 

31.  Q.  How  can  we  show  that  we  have 
faith  when  we  are  sick? 

A.  We  can  show  that  we  have  faith  by 
being  administered  to  and  by  asking  the  Lord 
to  make  us  well. 


SECOND  INTERMEDIATE 
DEPARTMENT. 


REMARKS. 


The  pupils  of  this  department  require  ex- 
ceedingly careful  teaching  to  guide  them  sue 
cessfully  over  a  most  critical  period  of  life.  Of 
all  things  create  an  interest  in  the  class  work 
and  lead  the  pupils  to  noble  thoughts  and  high 
aspirations.  Interest  the  pupils  in  reading  the 
lives  of  great  and  good  men  and  women, 
especially  those  spoken  of  in  the  Bible,  Book 
of  Mormon  and  Church  History,  and  whenever 
possible,  plant  moral  and  religious  principles 
as  motives  of  action.  A  similar  plan  to  that  of 
the  First  Intermediate  department  should  be 
followed.  Cultivate  within  your  pupils  a  love 
and  desire  for  religious  instruction;  and  if  you 
can  only  hold  them  to  Sunday  School  work  till 
this  critical  age  is  past,  you  will  have  accom- 
plished a  great  work.  Train  their  minds  in  a 
course  of  home  reading  by  giving  them  occa- 
sional opportunities  to  report. 


SUNDAY    SCHOOL    TREATISE.  53 

SUGGESTIONS. 

1.  Adapt  your  instructions  to  the  age  and 
capacity  of  the  pupils. 

2.  Awaken  a  Hvely  interest  in  whatever 
you  teach. 

3.  Obtain  from  the  pupils  as  far  as  possible 
at  least  one  evidence  from  the  Bible,  Book  of 
Mormon,  Doctrine  and  Covenants  or  Church 
History,  for  every  principle  under  consider- 
ation. 

4.  Have  pupils  ask  and  answer  questions 
and  give  a  synopsis  of  what  they  have  read  at 
home;  have  them  relate  interesting  moral  inci- 
dents of  what  they  have  seen  during  the  week. 
Encourage  the  observation  of  whatever  is  good 
rather  than  what  is  bad,  and  build  in  the  minds 
of  the  pupils  the  ideal  of  a  true  Latter  day 
Saint. 

5.  Teach  the  importance  of  proper  conduct, 
habits,  companionship  and  amusements,  and 
true  courage  for  the  right,  by  means  of  stories 
and  illustrations. 

6.  Satisfy  the  resdess  activity  of  the  pupils 
by  assigning  them  something  to  do — some  act 
of  charity  or  kindness  to  the  poor  or  indigent, 
something  to  beautify  the  school  room,  or  that 
will  enhance  the  comfort  of  the  class  or  aid  the 
teacher. 


54  SUNDAY    SCHOOL    TREATISE. 

COURSE  OF  STUDY. 

If  the  work  in  the  other  two  departments 
has  been  well  understood  a  very  comprehen- 
sive course  can  now  be  presented. 

1.  Old  Testament.  Teach  something  of  the 
origin  and  authenticity  of  the  Bible,  and  as  the 
course  advances,  of  its  writers.  Follow  a  thread 
of  history  from  the  Creation,  taking  up  events  in 
their  chronological  order.  In  reviewing  the  lives 
of  the  patriarchs  and  prophets  always  have  some 
useful  lesson  to  teach.  Note  in  their  proper 
place  the  Jaredites  and  Israelitish  colonies,  that 
came  to  this  land. 

2.  New  Testament.  Give  the  class  a  con- 
necting link  between  the  two  parts  of  the  Bible. 
In  the  life  of  the  Savior  enter  more  fully  into 
the  principles  of  the  Gospel  as  taught  by  Him, 
explain  His  parables  and  miracles;  the  resur- 
rection and  many  other  advanced  principles 
and  doctrines  may  also  be  explained  in  simple 
language.  Explain  the  principles  underlying 
the  sacrament  of  the  Lord's  supper.  Study 
the  lives  and  works  of  the  Apostles  together 
with  their  authority  for  carrying  on  the  work 
that  Christ  had  commenced.  Give  special  at- 
tention to  prophecy  and  its  fulfillment  as  relat- 
ing to  the  present  dispensation. 


SUNDAY    SCHOOL    TREATISE.  55 

3.  The  Apostasy.  Take  up  a  careful  review 
of  the  condition  of  the  Church  in  the  first  cen- 
tury after  Christ,  and  the  persecutions  endured 
by  the  early  Christians.  Show  how  they  changed 
the  ordinances  and  broke  the  everlasting  cove- 
nant, and  eventually  how  the  Roman  Catholic 
church  became  the  dominant  power.  That  the 
priesthood  with  its  gifts  and  powers  was  taken 
from  the  earth.  That  the  darkness  which  came 
over  the  minds  of  men  and  which  continued  for 
so  many  centuries  was  owing  to  the  loss  of  the 
Gospel  and  the  withdrawal  of  the  Spirit  of  the 
Lord  from  among  the  children  of  men. 

4.  The  Reformation.  The  subject  of  the 
Reformation  ought  to  be  treated  in  one  or  two 
recitations  by  speaking  of  the  leading  reform- 
ers, the  differences  which  they  endeavored  to 
rectify,  and  the  translation  of  the  Bible. 

5.  The  Restoration.  This  period  should 
receive  careful  attention.  Begin  with  the  boy- 
hood of  Joseph  Smith  and  take  up  the  principal 
events  of  his  life,  as  already  suggested,  to- 
gether with  the  organization  of  the  Church  and 
the  bringing  lorth  of  the  Book  of  Mormon, 
Some  of  the  leading  revelations  contained  in  the 
Doctrine  and  Covenants  should  receive  atten- 
tion in  connection  with  the  early  rise  of  the 
Church.     The  martyrdom  of  the  prophet  and 


56  SUNDAY    SCHOOL    TREATISE. 

patriarch  Joseph  and  Hyrum  Smith,  together 
with  the  persecutions  endured  by  the  Saints 
may  be  treated  for  the  purpose  of  estabHshing 
a  love  for  those  who  endured  so  much  for  the 
Gospel's  sake.  The  principles  and  ordinances 
of  the  Gospel  may  be  reviewed  and  those  re- 
garded heretofore  as  being  too  difficult  may  now 
be  introduced.  Let  the  orders  of  the  priest- 
hood with  their  duties,  gifts  and  powers  be 
well  understood. 

6.  Book  of  Mormon.  A  more  complete 
study  of  the  nations  that  have  dwelt  upon  this 
continent  may  now  be  taken  up,  giving  atten- 
tion to  their  origin,  history  and  the  dealings 
of  the  Lord  with  them.  Some  attention  may 
be  paid  to  contemporaneous  nations  upon  the 
eastern  continent  for  the  purpose  of  fixing  the 
time  of  events  more  indelibly  upon  the  minds 
of  the  pupils.  Show  the  harmony  between  the 
Book  of  Mormon  and  the  Bible. 

Again  we  would  urge  that  the  teachers  go 
no  further  into  any  subject  than  can  be  com- 
prehended by  the  class. 

In  this  department  the  Leaflets,  "Topics  of 
the  Times"  and  the  ''Editorial  Thoughts"  con- 
tained in  the  Juvenile  Insti^uctoi^  should  receive 
special  attention. 


SUNDAY    SCHOOL    TREATISE.  57 

REFERENCES  FOR  COURSE  OF  STUDY. 

COURAGE. 

David    slays   the   giant   Goliath.     I    Samuel 

17  ch. 

Christ's  betrayal.      Matt.  26:  47-56. 

President  Cannon  meets  Mr.  Green.  Faith 
Promoting  Series.     My  Frst  Mission,  9  ch. 

Meeting  of  the  Twelve  at  Far  West.  Faith 
Promoting   Series.     Leaves   from  my  Journal, 

18  ch. 

''Overcoming  Diffidence."  Faith  Promoting 
Series.     Gems  for  the  Young  Folks. 

Jacob  Hamblin  and  Agara-poots.  Faith  Pro- 
moting Series.  Jacob  Hamblin,  5  ch. 

Jacob  Hamblin  and  the  Navajo  Council, 
Faith  Promoting  Series.  Jacob  Hamblin,  20 
ch. 

CHARITY. 

Spiritual  gifts  nothing  without  charity.  I  Cor. 
ch.  13. 

King  Benjamin's  instructions.  Mosiah  4: 
20-26. 

Doctrine  and  Covenants.  Sec.  88:  123-125; 
104:  17-18. 

CLEANLINESS. 

Doctrine  and  Covenants.     Sec.  SS:  124. 


58  SUNDAY  SCHOOL  TREATISE. 

COMPASSION. 

The  Prodigal  Son.     Luke  15:  11-32. 

Peter  and  John  heal  the  infirm.     Acts:  3  i-ii. 

DUTY. 

Christ's    answer    to    His  parents.     Luke   2: 

45-51- 

Doctrine   and  Covenants.      Sec.  88:   81;    75: 

I  29. 

FAITH. 

The  blind  man  restored  to  sight.    John  ch.  9. 

Peter  cures  a  lame  man.     Acts  3:  1-12. 

Hezekiah's  life  lengthened  fifteen  years. 
Isaiah  38  ch. 

Christ  calms  the  tempest,      Mark  4:  35-41. 

Through  faith  Nephi  is  enabled  to  build  a 
ship  to  cross  the  ocean.     I  Nephi  17:   7-19;  18: 

T-4. 

Abinadi's  faith  in  the  hour  of  death.  Mosiah 
17:  5-20. 

The  healing  of  Zeezrom.  Alma  15:  1-12. 

Zoram's  faith  in  Alma  the  High  Priest. 
Alma  16:  5-8. 

Faith  of  the  people  of  Ammon.  Alma  24: 
19  27. 

Wonderful  faith  of  the  brother  of  Jared. 
Ether  3  ch. 


SUNDAY  SCHOOL  TREATISE.  59 

The  pointers  of  the  "ball"'  worked  by  faith. 
I  Nephi  i6:  28. 

Faith  of  the  queen  of  the  Lamanites.      Alma 

19.-  7-13. 

Great  works  accompHshed  through  faith. 
Ether  12:  2-22. 

President  Woodruff  and  his  sick  wife.  Faith 
Promoting^  Series.  Leaves  from  my  Journal, 
17  ch. 

Healing  of  Elijah  Fordham  and  others. 
Faith  Promoting  Series.  Leaves  from  my 
Journal,  19  ch. 

FAITHFULNESS. 

Nephi's  faithfulness  in  spite  of  opposition. 
I  Nephi  3:  1 1-20. 

Lehi's  vision  concerning  Jerusalem.  I  Nephi 
i:  4- [6. 

An  angel  speaks  concerning  Nephi's  faithful- 
ness.    I  Nephi  3:  27-31. 

Faithfulness  of  the  missionaries  to  the 
Lamanites.     Alma  21  ch. 

The  faithfulness  of  the  Lamanites.  Hela- 
man  15:  4-16. 

The  result  of  faithfulness.  IV  Nephi  1: 
1-23. 

How  the  boy  Mormon  was  faithful  to  the 
Lord.      Mormon  i  ch. 


6o  SUNDAY  SCHOOL  TREATISE. 

Moroni  favored  of  God.     Mormon  8:  1-13. 

Faithfulness  of  Jared  and  his  people  on  the 
great  waters.     Ether  6:  1-13. 

President  Woodruff  converts  the  United 
Brethren.  Faith  Promoting  Series.  Leaves 
from  my  Journal,  24  ch. 

FORGIVENESS. 

The  Prodigal  Son.     Luke  15:  11-32. 

GENEROSITY. 

Conduct  of  Boaz  toward  Ruth  while  glean- 
ing in  his  field.     Ruth  2  ch. 

How  Alma  taught  generosity.  Mosiah  18: 
26-30. 

GRATITUDE. 

Thanks  to  be  given  for  all  things.  Doctrine 
and  Covenants,  Sec.  98:  i. 

GOODNESS  OF  GOD. 

The  providences  and  works  of  God.  Psalm 
107. 

HUMANITY. 

The  good  Samaritan.     Luke  10:  30-37. 
Encounter  with  Tooele  Indians.     Faith  Pro- 
moting Series.     Jacob  Hamblin  4  ch. 

A  fight  for  a  squaw.    Jacob  Hamblin  5  ch. 


SUNDAY    SCHOOL    TREATISE.  6 1 

HUMILITY. 

Jesus  teaches  humility.  Matt,  ch.  i8.  Luke 
ch.  14. 

The  prayer  of  the  Publican.     Luke  i8:  13. 
Alma  preaches  humility  to  his  people.    Alma 

5:52-56. 

True  humility  shown  by  Alma.     Alma  29  ch. 

King  Mosiah's  humility  before  his  people. 
Mosiah  6:  7. 

Preaching  for  a  supper.  Faith  Promoting 
Series.     Leaves  from,  my  Journal,  6  ch. 

INTEGRITY. 

Job's  integrity  through  affliction.    Job  2:1  10. 

Ruth  cleaveth  to  her  mother-in-law.  Ruth 
I  ch. 

Nephi's  integrity  when  threatened  with 
starvation.     I  Nephi  16:  17-24. 

Alma  and  Amulek  before  the  chief  judges. 
Alma  14:  1 17. 

The  Nephite  believers  in  the  Gospel  tried 
but  remain  unshaken.     Ill  Nephi  i:  1-2  i. 

President  Woodruff  called  to  be  an  Apostle. 
Faith  Promoting  Series.  Leaves  from  my 
Journal,  16  ch. 

INDUSTRY. 

Tilling  the  ground  in  the  promised  land. 
I  Nephi  18:  23-25. 


62  SUNDAY    SCHOOL    TREATISE. 

Industries  among  the  Nephites.  II  Nephi 
5:  11-16. 

The  lazy  Lamanites  jealous  of  their  active 
neighbors.     Mosiah  9:  6-13. 

JUSTICE. 

Justice  administered  to  Nehor,  the  murderer. 
Alma  i:  2-15. 

Nephites  punished  for  their  sins.  Helaman 
4:  II  15. 

Destructions  at  the  Savior's  death  accepted 
as  the  judgment  of  God.     Ill  Nephi  8  ch. 

KINDNESS. 

Kindness  of  Na-lima-nui.  Faith  Promoting 
Series.     My  First  Mission,  5  ch. 

KNOWLEDGE. 

Solomon  asks  lor  wisdom  and  knowledge 
above  all  other  gifts.     II  Chron.  i:  712. 

LOVE 

Priesthood  to  govern  by  love.  Doctrine  and 
Covenants,  Sec.  121:  41-46. 

True  love  shown  by  the  sons  of  King  Mosiah. 
Mosiah  28:  1-9. 

The  love  of  th^  Nephites  for  King  Mosiah 
II.     Mosiah  29:  40. 

Jesus  heals  the  afflicted  and  blesses  the 
children.    Ill  Nephi  17  ch. 


SUNDAY    SCHOOL   TREATISE.  63 

A  people  living  together  in  love.     IV  Nephi 

i:  1-13. 

Liberation  of  Ammon's  brethren.     Alma    20: 

1-8,  28-30, 

MERCY. 

Nephi's  mercy  in  sparing  his  brethren.  I 
Nephi  17:  48-53- 

OBEDIENCE. 

Call  of  the  Apostles.     Matt.  4:  18-22. 
God  commands   Nephi  to    keep  a  record  of 
his  people.     I  Nephi  19:  15. 

Amulek  obeys  an  angel  of  the  Lord.     Alma 

10:  7-11. 

Jared  and  his  company  commanded  to  de- 
part into  the  wilderness.     Ether  2:  5-7. 

Doctrine  and  Covenants.  Sec.  28:3-4;  64:34; 
103:  4-8;  105:  3-6;  88:  34,  35.  38. 

PATIENCE. 

Nephi's  patience  during  ill-treatment  on  the 
sea.     I  Nephi  18:  11-22. 

PENITENCE    AND    REPENTANCE. 

Adam  and  Eve's  repentance  causeth  the 
visitation  of  an  angel.  Pearl  of  Great  Price. 
Word  of  the  Lord  to  Moses. 

City  of  Nineveh  saved  through  repentance. 
Jonah  3  ch. 


64  SUNDAY    SCHOOL    TREATISE. 

The  Prodigal  Son.     Luke  15:  11-32. 
The  thief  on  the  cross.     Luke  23:  39-43. 
Doctrine  and  Covenants.     Sec.  20:  5-6. 

PURITY. 

Sermon  on  the  Mount.     Matt.  5:8,  27,  28. 

Doctrine  and  Covenants,  Sec.  88:  17  21,  26. 
The  pure  in  heart  to  inherit  the  earth.  Sec. 
loi:  18. 

PRUDENCE. 

Christ  and  the  tribute  money.  Luke  20: 
19-26. 

RESIGNATION. 

Prospects  of  death.  Faith  Promoting  Series, 
A  String  of  Pearls.      Among  the  Poncas,  ch.  8. 

SELF  CONTROL. 

A.  p.  Rockwood  in  the  burning  jail.  Faith 
Promoting  Series.  Leaves  from  my  Journal, 
ch.  15. 

SELF-DENIAL. 

The  Savior's  charge  to  his  disciples.  Matt. 
10:  16-39. 

The  Savior's  power  to  call  angels.  Matt. 
26:  53. 

Daniel's  abstinence.     Dan.  1:8-16. 

Doctrine  and  Covenants,  Sec.  103:  27,  28; 
119  (on  tithing.)   Sec,  72:  15. 


SUNDAY    SCHOOL    TREATISE.  65 

TEMPERANCE. 

Word  of  Wisdom,     Doc.  and  Gov.  Sec.  89. 
The  wine  cup.      Prov,  23:  29-32. 

TRUTH. 

What  is  truth.     Doc.  and  Cov,  Sec.  93:  24. 

WISDOM. 

Parable  of  the  ten  virgins.      Matt.  25:  1-13, 

Mormon  makes  arrangements  to  preserve 
the  records  after  his  death.     Mormon  6:  6. 

Doctrine  and  Covenants,  Sec,  6:  7;  11:  7; 
88:  i  18.  To  be  sought  out  of  the  best  books. 
Sec,  89.  Word  of  Wisdom,  Sec.  68:  25;  93:40. 
Children  to  be  taught,  Sec.  88:  40,  ^^,  79,  122. 

''How  success  is  gained,"  Faith  Promoting 
Series,     Gems  for  the  Young  Folks, 


MODEL  LESSSON  FOR  SUNDAY 
SCHOOLS. 


SECOND  INTERMEDIATE  GRADE. 

THE  RESURRECTION  OF  CHRIST- 
Leaflet  2g.  John  20  \  1-20,  24-31. 

After  having  reviewed,  briefly,  by  a  few 
questions  the  subject  matter  and  main  points 
of  previous  lesson,  the  exercise  for  the  new 
lesson  should  begin  about  as  follows: 

1.  Q.  How  many  different  kinds  of  writings 
of  the  Apostle  John  are  there  in  the  New 
Testament? 

A.  There  are  three  different  kinds  of  writing 
of  the  Apostle  John  in  the  New  Testament. 

2.  Q.  Which  writings  are  they? 

A.  They  are  the  Gospel;  three  Epistles,  and 
the  Revelation  of  John. 

3.  Q.  What  is  John  called  as  the  writer  of 
the  -Gospel?" 

A.   He  is  called  John  the  Evangelist. 

4.  Q.  By  what  name  is  John  known  as  the 
writer  of  the  Book  of  Revelation  ? 


SUNDAY    SCHOOL    TREATISE.  67 

A.  As  the  writer  of  the  Book  of  Revelation 
he  is  known  as  John  the  Revelator. 

5.  Q.  Which  of  the  three  kinds  of  John's 
writings  is  that  referred  to  at  the  head  of  this 
lesson  ? 

A.  The  Gospel  of  John  is  referred  to  at  the 
head  of  this  lesson. 

(Here  the  narrative  of  the  resurrection  of 
Christ,  as  given  in  Matthew,  Mark  and  Luke, 
are  found  and  read  by  the  pupils,  each  rising, 
reading  a  verse  or  two,  and  speaking  loud 
enough  to  be  heard  by  the  whole  department, 
while  the  rest  of  the  pupils  are  following  from 
the  text.  Any  explanatory  questions  asked 
by  the  pupils  during  these  readings  should  be 
answered  by  the  teacher  or  a  member  of  the 
class.  Or  the  reading  of  the  narrative  in  the 
other  Gospels  may  be  given  as  a  home  study. 
A  few  questions  in  regard  to  the  differences  in 
these  narratives,  put  at  the  next  recitation,  will 
be  sufficient  for  review.) 

Proceeding  with  the  lesson,  the  teacher  may 
ask: 

6.  O.  What  do  you  know  of  Jerusalem? 

A.  Jerusalem  was  the  capital  of  the  Jewish 
people.  (Any  other  descriptive  answer  to  the 
question  may  be  equally  good.) 

(A  pupil  is  called  upon  to  read  the  first 
verse  from  the  regular  text  [from  the  Bible,  the 


68  SUNDAY    SCHOOL    TREATISE. 

New  Testament,  or  Leaflets,]  in  the  manner  as 
stated  in  the  note  above.) 

7-  Q-  Which  of  you  has  any  question  to  ask 
on  any  point  in  the  verse  just  read  ? 

If  no  qu-  stion  is  asked,  teacher  asks  : 

8.  Q.   Which  is  the  first  day  of  the  week  ? 

A.  The  first  day  of  the  week  is  Sunday. 

g.  Q.  Why  did  the  friends  of  Jesus  wait  a 
whole  day  before  they  went  to  the  gr^ive  of 
the  Lord  after  he  had  been  placed  in  the  se- 
pulchre? 

A.  The  day  before  was  the  Sabbath  of  the 
Jews,  when  it  was  contrary  to  the  law  of  Moses 
to  attend  to  the  dead. 

lo.   What  does  the  word  "  Sabbath  "  mean 

A.  The  word  Sabbath  means  "  Lord's  Day." 

u.   Q.  Which  is  our  Sabbath  day? 

A.  Our  Sabbath  is  Sunday. 

12.  Q.  Why  have  most  Christians  celebrated 
Sunday  as  the  Sabbath  ? 

A.  Most  Christians  have  celebrated  Sunday 
as  the  Sabbath  day,  because  Christ  rose  from 
the  dead  on  that  day. 

13-  Q-  Why  do  the  Latter-day  Saints  keep 
the  first  day  of  the  week  as  the  Sabbath? 

A.  Because  in  a  revelation  given  to  the 
Prophet  Joseph  Smith,  the  Lord  has  commanded 
them  to  keep  Sunday  as  the  Sabbath  day. 


SUNDAY    SCHOOL    TREATISE.  69 

14    Q.   When  was  that  revelation  given  ? 
A.  That  revelation  was    given    on    Sunday, 
August  7th,  183 1.   (See  Doc.  and  Cov.  Sec.  59,) 

(2nd  verse  is  now  read,  as  above  instructed.) 

(If  no  explanatory  questions  are  asked  by 
pupils,  the  teacher  instructs  the  class  to  find 
and  read  the  passages  referring  to  "the  other 
disciple,"  and  the  paragraph  in  the  "Notes" 
referring  to  him.) 

15.  Q.  By  what  other  name  is  Peter  known? 

A.  Peter  is  also  known  as  Simon  Bar-Jona, 
meaning  Simon,  son  of  Jona;  Kephas,  (Cephas), 
another  name  of  his,  is  only  the  Greek  for 
Peter. 

Reference  (2)  Luke  24:12  to  be  read. 

Verses  4-10  are  then  read. 

The  teacher  explains  the  manner  of  burial 
among  the  Jews.  The  Romans  and  the  Greeks 
burned  their  dead. 

Here  the  passage  on  "Resurrection"  in  the 
''  Motes"  is  read.  I  Corinthians,  15th  chapter 
is  also  recommended  for  home  study. 

(This  will  constitute,  in  most  instances,  one 
recitation,) 


70  SUNDAY    SCHOOL    TREATISE. 

SECOND     RECITATION. 

1.  The  teacher  asks  questions  1-7  from  Leaf- 
let as  a  review  of  the  previous  recitation,  and 
divides  Lesson  Statement  among  several  pu- 
pils, according  to  the  contents  of  verses  i 
to   10. 

(i  ith  verse  is  read.) 

2.  Q.  Of  what  women  by  the  name  of  Mary 
have  you   heard  by  reading  the  Hfe  of  Christ  ? 

A.  We  have  read  of  Mary,  the  mother  of 
Jesus;  Mary,  the  sister  of  Lazarus  and  Martha, 
and  Mary  Magdalene. 

3.  Q.  What  was  the  difference  between  what 
Peter  and  John  and  what  Mary  Magdalene  saw 
in  the  grave  ? 

A.  Peter  and  John  only  saw  the  burial 
clothes  in  which  the  body  of  Jesus  had  been 
wrapped,  but  Mary  saw  two  angels. 

4.  Q.  In  what  places  did  these  angels  ap- 
pear? 

A.  One  of  the  angels  appeared  at  the  head 
and  the  other  at  the  foot  where  the  body  had 
lain. 

5.  Q.  Why  are  such  particulars  given  in  re- 
gard to  what  the  Apostles  and  Mary  saw  and 
did  ? 


SUNDAY    SCHOOL    TREATISE.  7 1 

A.  These  particulars  are  given  as  evidences 
of  the  truth  of  the  narrative. 

6.  What  was  the  difference  between  the 
action  of  the  two  Apostles  and  that  of  Mary  ? 

A.  The  two  Apostles  went  away  amazed 
after  they  had  seen  the  grave  empty,  but  Mary 
remained  weeping  at  the  grave.  • 

7.  Q.  What  would  you  think^  therefore,  of 
Mary's  action? 

A.  I  should  think  that  Mary's  grief  was  the 
greater, 

8.  Q.  From  what  words  of  Mary  do  you 
thus  conclude  ? 

A.  She  said  to  the  angels:  "Because  they 
have  taken  away  my  Lord,  and  I  know  not 
where  they  have  laid  Him." 

9.  Q.  Why  do  these  words  manifest  a  great- 
er love  for  Jesus  ? 

A.  The  Apostles  went  away,  although  am. 
azed,  but  Mary  remained  until  she  could  find 
out  what  had  become  of  the  body  of  her  Lord. 

(Verses  14-16  to  be  read.) 

Note. — After  the  reading  of  a  verse,  the 
teacher  should  always  ask  for  explanatory 
questions, 

10.  Q.  Why  did  Mary  not  recognize  Jesus  at 
once? 


72  SUNDAY    SCHOOL   TREATISE, 

A.  She  did  not  recognize  Him  at  once,  be- 
cause she  did  not  expect  to  see  Him  aHve. 

1 1.  Q.  To  what  other  persons  did  Christ  ap- 
pear on  the  same  day  without  being  recognized? 

A.  He  appeared  to  two  disciples  who  were 
on  their  way  to  Emmaus. 

12.  O.  How  did  these  two  discipies  find  out 
that  it  was  the  Lord  who  had  been  with  them  on 
the  road  and  at  supper  ? 

A.  They  found  it  out  by  the  way  He  blessed 
the  food,  and  they  remembered  His  conversa- 
tion on  the  road. 

13.  Q.  How  did  Mary  come  to  recognize  the 
Lord? 

A,  Mary,  recognized  Him  by  the  way  in 
which  He  called  her  name. 

14.  Q.  What  did  Mary  say  when  she  recog- 
nized Jesus  ? 

A.  She  said  "  Rabboni,"  which  means 
**  master." 

15.  The  teacher  here  explains  that  the  reg- 
ular word  for  teacher  or  master  was  only  "Rab- 
bi," but  that  "  Rabboni  "  meant  something  like 
"dear,  beloved  master." 

•  {jyth  verse  is  now  read.) 

16.  Q.  What  did  Mary  attempt  to  do  when 
she  recognized  Jesus? 


SUNDAY    SCHOOL    TREATISE.  73 

A.  In  her  joy  she  probably  wanted  to  em- 
brace  Him. 

17.  Q.  What  did  Jesus  say,  however? 

A.  He  said:  "  Touch  me  not,  for  I  am  not 
yet  ascended  to  my  Father." 

18.  Q.  What  did  Jesus  mean  by  that? 

A.  He  probably  meant  that  she  should 
not  embrace  Him  as  one  mortal  might  another, 
lor  He  was  now  a  resurrected  Being. 

(This  would  probably  constitute  the  second 
lesson.) 

THIRD    RECITATION. 

The  teacher  commences  to  ask  questions  8- 
17  from  Leaflet  29.  as  a  review  of  the  previous 
recitation,  and  again  calls  on  several  pupils  for 
a  Lesson  Statement  from  verses  11-17  in  the 
text. 

(i8th  verse  is  now  read.) 

The  pupils  are  encouraged  to  ask  explana- 
tory questions  about  the  points  in  the  verse. 

1.  Q.  How  many  Apostles  were  alive  at  that 
time 

A.  There  were  eleven  Apostles  that  were 
alive  at  that  time, 

2.  Q,  What  had  become  of  the  twelfth 
Apostle  ? 


74  SUNDAY  SCHOOL  TREATISE. 

A.  Judas  Iscariot,  after  betraying  the  Lord 
Jesus,  had  hanged  himself. 

3.  Q.  How  many  of  the  Apostles  were  pre- 
sent when  Jesus  appeared  to  them  on  that 
occasion  ? 

A.  There  were  ten  Apostles  present  on  that 
occasion. 

4.  Q.  What  were  the  names  of  these  ten 
Apostles?      (The  pupils  give  the  names.) 

5.  Q.  Which  of  the  Apostles  was  not  present? 
A.   "Thomas,    one    of    the    Twelve,     called 

Didymus,  was  not  with  them  when  Jesus  came.'* 
John  20:   24. 

6.  Q.  How  did  John  know  what  Jesus  and 
Mary  had  said  to  one  another? 

A.  He  knew  from  the  report  Mary  Magda- 
lene, herself  had  made. 

(19th  verse  is  read.) 

7.  Q.  Why  had  the  disciples  assembled  with 
closed  doors  that  evening? 

A.  The  disciples  assembled  with  closed  doors 
for  fear  of  the  Jews. 

8.  Q.  Why  were  they  afraid  of  the  Jews  ? 
A.  They  were  afraid  because  the  Jews  had 

commenced  to  accuse  them  of  having  stolen  the 
body  of  Jesus  in  order  to  make  people  believe 
that  He  had  risen  from  the  dead. 


SUNDAY  SCHOOL  TREATISE.  75 

9.  Q.  What  unexpected  event  suddenly  took 
place  Among  them? 

A.  Jesus  suddenly  stood  in  the  midst  of  them, 

10.  Q.  What  does  that  prove? 

A.  It  proves  that  a  resurrected  being  can 
enter  a  room  when  the  doors  are  closed. 

11.  Q.  With  what  words  did  the  Lord  ad- 
dress His  Apostles? 

A.   He  said  to  them  :    "Peace  be  unto  you." 

12.  Q.  What  other  evidence  did  Christ  give 
His  disciples  that  He  was  really  risen  from  the 
dead? 

A.  He  showed  them  the  prints  of  the  nails 
in  His  hands  and  feet  and  the  wounds  in  His  side. 

13-  Q-  What  assurance  do  we  get  for  our- 
selves from  the  fact  that  Jesus  rose  with  the 
same  body  that  He  had  before  ? 

A.  We  have  the  assurance  that  we  also  shall 
rise  from  the  dead  with  the  same  bodies  we 
now  have. 

(Verses  24  to  31  are  read.) 

14.  Q.  Which  of  the  eleven  Apostles  is  said 
to  have  been  absent  when  Jesus  first  appeared 
to  them  after  His  resurrection  ? 

A.   Thomas  is  said  to  have  been  absent. 

15.  Q.  What  did  Thomas  say  when  he  heard 
that  the  Lord  had  appeared  to  the  other  dis- 
ciples ? 


76  SUNDAY  SCHOOL  TREATISE. 

A.  Thomas  said  that  unless  he  could  see  for 
himself  he  would  not  believe. 

1 6.  Q.  What  occurred  after  eight  days  had 
passed  ? 

A.  Jesus  appeared  to  the  eleven  Apostles. 

17.  Q.  What  did  He  say  to  them? 
A.   "Peace  be  unto  you." 

18.  Q.  What  did  He  then  do  ? 

A.  "Then  saith  he  to  Thomas,  Reach  hither 
thy  finger,  and  behold  my  hands ;  and  reach 
hither  thy  hand,  and  thrust  it  into  my  side;  and 
be  not  faithless,  but  believing." 

19.  Q.   How  did  Thomas  answer  Him? 

A.  He  acknowledged  Him  as  the  resur- 
rected Lord,  exclaiming:  "  My  Lord  and  my 
God." 

20.  Q.  What  principle  of  faith  did  Jesus  then 
teach  him  ? 

A.  He  said  [unto  him:  "Thomas,  because 
thou  hast  seen  me  thou  hast  believed;  blessed 
are  they  that  have  not  seen  and  yet  have  be- 
lieved." 

21.  Q.  Why  was  it  so  hard  for  Thomas  and 
the  other  disciples  to  believe  that  Christ  had 
actually  risen  from  the  dead  ? 

A.  Because  the  resurrection  was  not  fully 
understood  by  them  until  it  was  actually  brought 
about  by  the  Savior, 


SUNDAY    SCHOOL    TREATISE.  ']'] 

2  2.  Q.  What  was  first  necessary  belore  our 
Savior  could  be  resurrected  ? 

A.  It  was  first  necessary  that  Christ  should 
offer  up  His  life. 

23«  Q-  What  great  gift  of  the  Holy  Spirit  is 
necessary  for  us  to  comprehend  the  doctrine  of 
the  resurrection  ? 

A.  It  is  necessary  for  us  to  have  the  gift  of 
faith  to  receive  and  comprehend  the  doctrine  of 
the  resurrection. 

(Here  follows  the  Lesson  Statement  of  the 
entire  text,  as  a  means  of  reviewing  the  three 
recitations;  which  should  include  all  the  points 
found  in  "What  we  may  learn  from  this  Les- 
son," Leafl  t  29.) 


HIGHER   DEPARTMENT. 


REMARKS. 


It  is  considered  best  in  this  department  to 
follow  a  course  of  study  as  outlined  below. 

The  foregoing  courses  have  been  based  upon 
the  educational  truth  that  all  thought  is  related; 
hence  we  have  the  courses  general  rather  than 
specific,  thus  laying  a  good  foundation  for  the 
work  in  special  lines  in  this  grade.  Encourage 
pupils  to  express  themselves  freely  and  cour- 
teously, always  giving  a  reason  for  the  views 
they  entertain.  Not  all  religious  as  well  as 
scientific  truth,  through  lack  of  perfect  know- 
ledge, can  be  demonstrated.  God  alone  knows 
all  things.  Avoid  debates  in  the  class.  Make 
no  statement  for  which  you  have  no  scriptural 
evidence. 

SUGGESTIONS. 

1.  But  litde  time  should  be  spent  in  class 
reading. 

2.  The  subjects  should  be  taken  up  by  top- 
ics and  studied  at  home,  that  the  pupils  may 
be  prepared  to  consider  them  in  the  class.  (See 
Dr.  Measer's  Lecture  3.) 


SUNDAY    SCHOOL   TREATISE.  79 

3.  Freedom  in  discussion  on  subjects  con- 
nected with  the  lesson  must  be  guarded,  that 
the  time  of  the  class  be  not  wasted  on  trivial 
matters  and  trifling  differences,  and  care  must 
be  used  that  no  ill  feeling  be  engendered  from 
a  difference  of  opinion. 

4.  One  subject  should  be  well  studied  before 
another  is  taken  up. 

5.  Manifest  a  feeling  of  patience  and  love  to- 
wards those  who  may  be  inclined  to  skepticism. 


COURSE  OF  STUDY. 

A  careful  chronological  order  may  now  be 
pursued,  and  for  this  purpose  the  following  out- 
line is  suggested: 

DIVISIONS. 

1.  From  the  Creation  to  the  annunciation  of 
John  the  Baptist. 

2.  From  the  Birth  of  Christ  to  the  opening  of 
this  dispensation, 

3.  From  the  opening  of  this  dispensation  to 
the  present  time. 

FIRST  DIVISION. 

This  division  may  be  separated  into  the  fol- 
lowing periods  : 


8o  SUNDAY    SCHOOL   TREATISE. 

1.  Period  of  the  early  races,  from  the  Creation 
to  the  Flood. 

2.  From  the  Flood  to  the  death  of  Joseph. 

3.  From  the  death  of  Joseph  to  the  death  of 
Moses. 

4.  Period  of  the  Israelitish  people,  from  the 
death  of  Moses  to  the  anointing  of  Saul. 

5.  Period  of  the  Israelitish  Kingdom,  from 
the  anointing  of  Saul  to  the  Babylonian  cap- 
tivity. 

6.  Period  of  the  Jewish  Province,  from  the 
Babylonian  Captivity  to  the  appearance  of  John 
the  Baptist. 

FIRST     PERIOD. 

Before  taking  up  a  study  of  the  contents  of 
the  Bible,  some  attention  should  be  given  to 
the  compilation  and  origin  of  the  Book,  to  its 
authors  and  its  divine  inspiration. 

In  treating  of  the  Creation  take  up  the  ac- 
count as  recorded  in  the  Pearl  of  Great  Price 
as  well  as  that  in  the  Bible;  in  fact,  in  all  your 
work  show  the  harmony  that  exists  between 
ancient  and  modern  revelation,  as  also  the 
harmony  between  true  religion  and  true  science. 
Show  how  the  Grospel  was  given  to  Adam,  the 
necessity  of  the  Fall,  the  Plan  of  Redemption 
and  Salvation.     Locate    the  Garden    of  Eden 


SUNDAY    SCHOOL    TREATISE.  8 1 

and  other  places  mentioned,  continue  use  of 
maps,  and  have  pupils  make  maps  and  charts 
at  home.  Note  the  principles  of  the  Gospel  as 
laid  down  from  the  beginning  of  the  world,  but 
a  more  systematic  course  may  be  given  later 
on  in  the  course.  Show  the  causes  which  led 
up  to  the  Flood,  and  how  science  and  tradition 
corroborate  the  event,  avoid,  however,  all  per- 
sonal speculations  on  the  subject. 

SECOND     PERIOD. 

Show  how  the  earth  was  again  re-peopled. 
In  the  dispersion  of  the  races  give  a  clear  idea 
of  the  Jaredite  colony  that  came  to  this  conti- 
nent, so  as  to  link  the  event  with  the  Book  of 
Mormon  history.  In  treating  of  the  call  of 
Abraham  show  how  the  people  had -fallen  into 
idolatry,  and  the  design  God  had  in  calling  him 
from  his  father's  house.  Show  the  influence 
exerted  by  nations  upon  the  chosen  people  of 
God.  Trace  the  lineage  of  the  priesthood  as 
you  proceed  in  your  work.  Take  up  a  review 
of  the  lives  of  the  patriarchs  during  this  period. 
Show  how  they  were  favored  of  God.  In  the 
promises  made  to  Abraham  and  others  show 
their  fulfillment  as  time  advanced.  Note  their 
journeyings  upon  the  map.  Establish  in  the 
minds  of  the  pupils  the  foundation  of  the  He- 


82  SUNDAY    SCHOOL    TREATISE. 

brew  nation.  Show  that  in  all  the  circumstances 
which  led  the  chosen  family  into  Egypt  God  had 
a  purpose  in  view. 

THIRD    PERIOD. 

Show  how  the  Israelites  were  treated  under 
the  various  Egyptian  dynasties.  Trace  the 
life  and  works  of  Moses  the  Deliverer,  and  the 
miraculous  deliverance  of  God's  chosen  people. 
Show  how  the  Egyptians  were  hardened  by  the 
power  of  the  magicians  and  how  the  superior 
power  of  the  Lord  was  made  manifest  through 
His  servants. 

Follow  the  children  of  Israel  in  their  wander- 
ings in  the  wilderness,  Show  why  they  were 
thus  led,  and  how  God  blessed  them  and  ex- 
tended His  mercy  to  them.  The  cause  of  their 
idolatrous  practices.  Recall  the  promises  of 
the  Lord  concerning  the  land  and  at  all  times 
show  the  fulfillment  of  prophecy.  Let  the  life 
of  Moses  stand  out  prominently  as  a  leader 
and  a  prophet.  Make  a  study  of  the  Promised 
Land  and  the  nations  that  inhabited  it  at  the 
time,  keeping  in  view  the  hand  ot  God  in  the 
destiny  of  nations  and  governments  as  well  as 
individuals. 

FOURTH    PERIOD. 

The  conquest  of  Canaan  may  now  be  consid- 
ered, and  why  nations  were  supplanted;  Joshua 


SUNDAY    SCHOOL    TREATISE.  83 

as  the  Israelitish  general.  Note  the  location 
of  the  twelve  tribes  in  the  land;  the  various 
oppressions  endured  by  the  Israelites  on  ac- 
count of  their  disobedience  to  the  commands  of 
God;  the  rule  of  the  Judges  and  change  in  the 
form  of  government;  founding  of  the  Assyrian 
empire;  laws  given  to  the  children  of  Israel  by 
the  Lord  for  their  government. 

FIFTH    PERIOD. 

Describe  the  reign  of  Saul,  David  and  Solo- 
mon, together  with  the  principal  incidents  and 
features  of  their  reigns.  Show  how  each  of 
these  men  \yas  peculiarly  adapted  to  lead  the 
kingdom.  Give  special  attention  to  the  proph- 
ets during  this  period  and  show  the  prosper- 
ous condition  of  the  people  when  the  kings 
would  listen  to  the  word  of  the  Lord.  Next 
take  up  the  division  of  the  kingdom  through 
the  revolt  of  the  ten  tribes,  and,  in  following 
the  kingdoms  of  Judah  and  Israel,  show  that 
this  act  sowed  the  seeds  of  decay.  The  word 
of  the  Lord  through  His  prophets  during  this 
period  should  be  carefully  studied  in  order  to 
show  how  the  people  tried  in  vain  to  save 
themselves  from  captivity  by  alliance  with 
dominant  nations,  which  the  Lord  had  for- 
bidden.    Their  captivities    under  Assyria  and 


84         SUNDAY  SCHOOL  TREATISE. 

Babylon  should  be  noted.  The  visions  and  in- 
terpretations of  Daniel,  the  words  of  Isaiah, 
Jeremiah  and  the  other  prophets  may  be  studied 
with  great  profit.  Narrate  the  word  of  God  to 
Lehi  in  Jerusalem  and  its  results.— Colony  led 
by  Mulek. 

SIXTH    PERIOD. 

Follow  the  history  of  the  Jews  down  to  the 
coming  of  John  the  Baptist. 

SECOND  DIVISION. 
This  division  may  be  separated  into  the  fol 
lowing  periods: 

1.  Period  ot  the  establishment  of  the  church 
in  both  hemispheres,  from  the  birth  of  Christ  to 
the  ascension  to  His  Father. 

2.  Period  of  the  Apostles,  from  Christ's  as- 
cension to  close  of  John's  revelation. 

3.  Period  of  the  Apostasy,  from  the  close  of 
John's  revelation  to  the  Reformation  by 
Luther,  A.  D.  1517. 

4.  Period  of  Reformation  from  the  Reforma- 
tion to  the  birth  of  the  prophet  Joseph  Smith. 

FIRST    PERIOD. 

Review  carefully  the  life  of  the  Savior.  Look 
into  the  condition  of  the  world  at  that  time. 
Go  further  into  thehistory  of  the  Roman  Empire, 
and  recall  the  condition  of  the  Jews.     Note  the 


SUNDAY    SCHOOL    TREATISE.  85 

worthy  examples  Christ  set  and  the  virtues  He 
displayed,  and  so  study  His  life  and  ministry 
that  the  pupil  may  grow  like  Him.  Treat  of 
His  mission  upon  the  American  continent  and 
the  signs  given  to  the  Nephites,  as  well  as  to 
those  upon  the  eastern  continent.  Follow  Him  in 
His  travels  and  ministry.  Explain  the  nature  of 
the  laws  existing  at  that  time.  Treat  of  His 
trials,  crucifixion,  death  and  resurrection.  Show 
the  necessity  of  His  atonement. 

SECOND    PERIOD. 

During  this  period  the  works  and  travels  of 
the  Apostles  will  be  studied.  Show  how  the 
Gospel  was  introduced  to  the  Gentiles  as  well 
as  to  the  Jews.  Show  the  harmony  of  the 
testimonies  of  Matthew,  Mark,  Luke  and  John. 
Learn  all  that  is  to  be  found  about  the  life, 
works  and  death  of  the  Apostles.  During  this 
as  well  as  the  preceding  period  there  is  an  ex- 
cellent opportunity  for  establishing  in  the  hearts 
of  the  pupils  integrity  and  love  for  the  princi- 
ples of  truth. 

THIRD    PERIOD. 

Take  up  the  persecutions  of  the  Christians 
by  the  Jews  and  Romans.  Show  the  influence 
of  Paganism  upon  the  true  church:  that  the 
apostasy  was  brought  about  from  two   causes, 


86  SUNDAY    SCHOOL    TREATISE. 

namely,  pressure  from  without  and  dissensions 
from  within;  how  the  ordinances  and  doctrines 
of  the  church  were  gradually  changed;  the 
decline  of  spiritual  gifts  in  the  church.  Trace 
the  decline  of  the  moral  as  well  as  the  spiritual 
condition  of  the  church  and  its  final  annihilation 
by  the  pagan  church;  the  history  of  the  Roman 
Catholic  Church  and  the  claims  set  up  by  it, 
and  show  that  the  spirit  of  the  Gospel  gives 
light  and  freedom,  and  that  through  its  loss  the 
minds  of  men  become  dark  and  ignorant.  In 
all  your  historical  work  let  it  be  your  object  to 
show  the  hand  of  God  and  His  dealings  with 
nations  as  well  as  individuals,  and  also  to  show 
the  literal  fulfillment  of  prophecy. 

FOURTH    PERIOD. 

Take  up  the  lives  and  works  of  the  early  re- 
formers upon  the  eastern  continent  and  the 
terrrible  practices  in  the  Roman  Catholic  Church 
which  the  reformers  protested  against.  Show 
how  the  Reformation  progressed  in  the  various 
countries  of  Europe.  The  wars  between,  and 
persecutions  of  the  Catholics  and  Protestants 
by  each  other.  Show  the  hand  of  God  in  bring- 
ing about  the  revival  of  learning  and  religious 
freedom,  and  that  those  who  labored  in  this 
cause  were  inspired  by  God.     Give  a  sketch  of 


SUNDAY    SCHOOL    TREATISE.  87 

the  United  States  government  for  the  purpose 
of  showing  how  the  Lord  by  its  estabHshment 
prepared  the  way  for  the  introduction  of  the 
Gospel  by  guaranteeing  reHgious  hberty  to  the 
people. 

THIRD  DIVISION. 

NECESSITY    FOR     NEW    REVELATION. 

This  division  may  be  treated  under  one 
period,  that  of  the  Restoration,  including  the 
Book  of  Mormon,  from  the  opening  up  of  the 
Dispensation  of  the  Fullness  of  Times  to  the 
present  day.  Demonstrate  the  divinity  of  the 
mission  of  Joseph  Smith  and  prove  that  he  was 
a  true  prophet,  and  that  the  Book  of  Mormon 
is  an  authentic  record  by  scriptural,  external 
and  its  own  internal  evidences.  Show  how  the 
Priesthood  was  again  restored  to  the  earth, — 
its  gifts  and  privileges.  Take  up  the  organiza 
tion  of  the  Church  and  follow  its  history,  in 
connection  with  which  the  revelations  as  con- 
tained in  the  Book  of  Doctrine  and  Covenants 
may  very  profitably  be  studied.  No  arrange- 
ment of  the  principles  and  ordinances  of  the 
Gospel  need  be  given  in  this  treatise  as  we 
have  many  works  of  reference  already  com- 
piled from  which  the  teacher  may  choose.     A 


88  SUNDAY    SCHOOL    TREATISE. 

systematic  study,  however,  should  now  be  taken 
up  of  these  principles  and  ordinances,  and  a 
harmony  established  between  them,  as  taught 
in  our  day,  with  other  dispensations. 

The  Book  of  Mormon  should  be  studied  dur- 
ing this  period,  and  the  same  plan  suggested 
for  the  study  of  the  Bible  may  be  pursued  with 
this  book.  It  has  come  to  us  pure  and  simple, 
as  written  and  translated  by  God's  servants. 
The  harmonious  blending  of  historical,  doctrin- 
al and  prophetic  words  make  it  such  that  no 
school  will  find  difficulty  in  planning  a  course 
of  study  adapted  to  its  needs.  Establish  a  har- 
mony between  this  divine  record  and  the  Bible, 
Blend  all  into  a  harmonious  whole^  teaching 
faith  in  God,  love  for  God  and  His  laws,  obedi- 
ence to  Him  and  to  His  Priesthood,  and  the  re- 
sult will  be  a  healthy  spiritual  growth. 

The  manner  of  performing  the  ordinances  of 
the  Gospel  ;  the  duties  of  those  holding  the 
priesthood ;  Church  discipline,  organization 
and  government ;  the  principles  of  gathering, 
of  tithing,  salvation  for  the  dead,  etc.,  should 
be  taught,  their  practice  enjoined,  and  made 
thoroughly  familiar  to  the  students  of  this 
higher  department. 

In  this  grade  also  the  pupils  should  be  ex- 
pected to  bear  their  testimony,  and  speak  upon 


SUNDAY    SCHOOL    TREATISE.  89 

the  principles  of  the  Gospel  before  the  class  or 
the  school. 

As  infidelity  is  now  growing  and  spreading 
to  such  an  alarming  extent  throughout  the 
Christian  world,  and  as  the  ability  of  the  ma- 
jority of  believers  to  give  a  reasonable  answer, 
aside  from  Scriptural  evidences,  of  the  faith 
within  them  is  so  exceptional,  it  is  especially 
desirable  that  one  of  the  leading  studies  of  the 
Theological  Department  should  be  a  frequent 
and  ample  consideration  of  those  evidences  of 
Deity,  of  Christianity,  of  the  Divinity  of  the- 
Bible,  Book  of  Mormon,  etc.,  from  such  sources 
outside  of  the  Scriptures,  as  will  arrest  the  at- 
tention of  the  indifferent  and  the  skeptical,  and 
which  will  enable  the  student  to  satisfactorily 
answer  the  sophistries  of  the  infidel  and  the 
cavil  of  the  mocker. 


REFERENCES  FOR  COURSE  OF  STUDY. 

APPRECIATION. 

The  widow's  mite.     Mark  12:  41-44. 

CHARITY. 

spiritual  Gifts  nothing  without  Charity. 
I  Cor.  ch.  13. 

King  Benjamin's  instructions.  Mosiah  4: 
20-26. 


90  SUNDAY  SCHOOL  TREATISE. 

Doctrine  and  Covenants.  Sec.  88:  123-125; 
104:  17,  18. 

Charity  among  Indians.  Faith  Promoting 
Series.     A  String  of  Pearls,  7  ch. 

CLEANLINESS. 

Doctrine  and  Covenants.  Sec.  88:  i24;  133:  5. 

COURAGE. 

Gideon  goes  against  the  Midianites  with  300 
men.     Judges  7:  9-22. 

Peter  and  John's  answer.    Acts  4:  13-32. 

FRIENDSHIP. 

Jonathan's  attachment  for  David.    I  Samuel. 

18: 1-4. 

DUTY. 

Doctrine  and  Covenants.     Sec.  88:  81. 

FAITH. 

Noah  builds  an  Ark.     Gen.  6:  14-22. 

Caleb's  report  of  the  promised  land.  Numb. 
13-  26-33. 

Daniel  in  the  den  of  lions.     Dan.  6  ch. 

Testimony  of  Peter.     Matt.  16:  13-20. 

What  faith  will  accomplish.     Heb.  11  ch. 

King  Benjamin's  people  believe  in  God. 
Mosiah  5:  1-12. 

People  of  Zeniff  trust  in  the  Lord  in  battle. 
Mosiah  10:  19-20. 


SUNDAY  SCHOOL    TREATISE.  9 1 

Faith  of  Alma's  people  delivers  them  from 
their  enemies.     Mosiah  24:  10  to  end. 

Power  of  faith  in  time  of  war.  Alma  2:  27-35. 

Faith  of  the  converted  Lamanites  in  a  serv- 
ant of  God.     Alma  27  ch. 

Power  of  the  Being  in  whom  we  have  faith. 
Helaman  12:  8  to  end. 

Great  faith  of  the  Nephite  Disciples.  Ill 
Nephi  19:  24  to  end. 

The  Lord  reveals  according-  to  faith.  Ill 
Nephi  26:  8-12. 

Promises  of  the  Savior  to  His  Nephite  dis- 
ciples.    Ill  Nephi  28  ch. 

The  Lord  works  unto  the  children  of  men 
according  to   their  faith.       Ether  12:  29  to  end. 

Teachings  of  Samuel,  the  Lamanite,  regard- 
ing faith.     Helaman  14:  29  to  end. 

FAITHFULNESS. 

Jacob  and  Joseph  faithful  to  their  calling.  Ja- 
cob 1 :  1 6  to  end. 

Alma^s  faithfulness.  Visitation  of  an  angeL 
Alma  8:  14  to  end. 

The  Church  established  through  Alma.  Mo- 
siah 25:  21  to  end. 

FORGIVENESS. 

Joseph  forgives  his  brethren.    Gen.   45:  5-21. 
David  spares  Saul.     I  Samuel  24:  1-8. 


92  SUNDAY  SCHOOL  TREATISE. 

The  prayer  of  Stephen,     Acts  7:  54-60. 
The  Lord's  Prayer.     Matt.  6:  12-15, 
Christ's  teachings.     Matt.  18:  15-35. 

GRATITUDE. 

The  thankfulness  of  the  people  of  Limhi. 
Mosiah  7:  14-20. 

Gratitude  for  the  gift  of  interpretation.  Mo- 
siah 21:  25-29. 

People  of  Ammon,  grateful  for  the  Gospel, 
refuse  to  stain  their  swords  in  the  blood  of 
their  brethren.     Alma  24:  1-14. 

Thanks  to  be  given  in  all  things.  Doctrine 
and  Covenants.     Sec.  9:  18. 

GOODNESS  OF  GOD. 

Manna  and  quails  sent  to  the  children  of 
Israel.     Exodus  16:  11- 15. 

God's  goodness  to  Nephi.  II  Nephi  4:  17  to 
end. 

How  the  Lord  answers  prayer.  Enos  i:  10-12. 

HOPE. 

Job's  hope  of  the  future.  Job  19:  25-27. 
Mormon's  exhortation  concerning  hope.  Mo- 
roni 7:  40-42. 

Christ's  second  coming.     Acts  i:  11. 

HUMANITY. 

Abraham  "pleads  for  Sodom  and  Gomorrah. 
Gen.  18:  23-33. 


SUNDAY    SCHOOL    TREATISE.  93 

Christ  heals  the  ear  of  the  Hi^h  Priest's  serv- 
ant.   Luke  22:  50-51. 

HUMILITY. 

Testimony  of  John.    John  i:  19-23. 
Baptism  of  the  Savior.     Matt.  3:  13-15. 
HumiHty  among   the  faithful  of  the  church. 
Helaman   3:  34-35- 

INDUSTRY. 

Mining,  agriculture,  manufacturing  and  other 
industries  among  the  Lamanites  and  Nephites. 
Helaman  6:  9-13. 

Nephites  again  engage  in  building  cities, 
making  highways  and  various  industries  and 
pursuits.     Ill  Nephi  6:  5-9. 

INTEGRITY. 

Samuel    chastises   Saul.     I  Samuel   13:  11-16. 

Integrity  of  Nephi  while  preparing  to  cross 
the  ocean.    I  Nephi  17:  49  to  end. 

Integrity. cf  the  people  of  Ammon.  Alma  53: 
13  to  end. 

LOVE. 

Christ's  instructions  to   His  Apostles.     John 

15-  9-I9- 

Sermon  on  the  Mount.     Matt.  5:  44-46. 

God  gave  His  Only  Begotten  Son.  John  3:  16. 

Christ's  answer  to  the  lawyers:  Luke  10: 
25-28. 


94  SUNDAY    SCHOOL    TREATISE. 

Priesthood  to  be  governed  by  love. — To  be 
shown  after  reproof.  Doctrine  and  Covenants. 
Sec.  I2i:  41-43, 

MERCY. 

The  Lord  renews  the  Commandments  on  the 
tables  of  stone.     Exodus  34:  1-9. 

Christ  rebukes  Peter.     Matt.  26:  51-54. 

OBEDIENCE. 

Call  of  Abram.     Gen.  12:  19. 
The  Lord  calls  Samuel.     I  Samuel  3  ch. 
Doctrine  and  Covenants.      Sec.  28:  3-4;  64: 
34;   103:  4-8;   105:  3-6;  88:  34,  35-38. 

PRUDENCE. 

Alma  preaches  the  Gospel  privately  to  avoid 
persecution.     Mosiah  18:  1-3. 

PURITY. 

The  pure  in  heart  to  inherit  the  earth.     Doc- 
trine and  Covenants.     Sec.  88:  17-21,  26. 
Joseph  and   Potiphar's  wife.     Gen,  39:  1-20. 
Mormon's  teachings.     Moroni  7:  6-19. 

REVERENCE. 

Merchants  driven  from  the  temple.     John  2: 

Tuba  and  his  medicine  bag.  Faith  Promot- 
ing Series,     Jacob  Hamblin,  18  ch. 


SUNDAY    SCHOOL   TREATISE.  95 

REPENTANCE. 

The  thief  on  the  cross.     Luke  23:  39-43. 

Nephi's  brethren  repent.     I  Nephi  16:  4-6. 

Repentance  of  the  Nephites.      Alma  4:  1-5, 

A  result  of  true  repentance.    Alma  24:  6-28, 

Effect  of  the  teachings  of  Moronihah  and  the 
sons  of  Helaman.     Helaman  4:  14-17, 

Multitudes  baptized  unto  repentance.  Hela- 
man 3:  24-31. 

Lamanites  converted  by  a  wonderful  mani- 
festation.   Helaman  5:  20  to  end. 

Entire  Nephite  people  striving  to  serve  God. 
Ill  Nephi  5:  1-6, 

Doctrine  and  Covenants.     Sec.  20:  6-2^^. 

SELF-DENIAL. 

Christ's  instructions,    Matt.  16:  24-27. 
Christ's  temptations.     Matt.  4:  i-ii. 
Doctrine  and  Covenants.     Sec.  loi:  2>7\  103: 
27;  72:  15;  119 — On  tithing. 

TEMPERANCE. 

Instructions  to  Zacharias  and  Elizabeth. 
Luke  i:  13-15. 

Word  of  Wisdom.  Doctrine  and  Covenants. 
Sec.  89. 

TRUTHFULNESS. 

Ananias  and  Sapphira.    Acts  5:  i-ii. 


g6  SUNDAY    SCHOOL    TREATISE. 

What  is  Truth.  Doctrine  and  Covenants. 
Sec.  93:  24. 

WISDOM. 

Wisdom  in  getting  records  of  Laban,  I 
Nephi  3:  18-21. 

Wise  proclamation  of  King  Mosiah.  Mosiah 
27:  1-7. 

King  Mosiah  establishes  a  Republic.  Mo- 
siah 29:  1-34. 

Wise  counsel  of  Helaman  to  his  sons.  He- 
laman  5:  5-13. 

Ammaron  hides  up  the  records  to  prevent 
their  destruction.      IV  Nephi  i:  41  to  the  end. 

Doctrine  and  Covenants.  Sec.  6:  7;  11:  7;  88: 
118 — to  be  sought  from  the  best  books;  Sec. 
89— Word  of  Wisdom;  Sec.  68:  25;  88:  40,  yy- 
79;    7:  6;  93:  40 — Children    to  be   taught. 


MODEL  LESSON  FOR  SUNDAY 
SCHOOLS. 


THEOLOGICAL  DEPARTMENT. 

1.  Instructor  calls  attention. 

2.  Secretary  reads  minutes  of  previous  re- 
citation.    These  minutes  should  contain: 

a.  Name  of  Presiding  Instructor. 

b.  Time,  to  the  minute,  ot  commencing  and 
closing  the  recitation. 

c.  Number  of  members  present. 

d.  Assignments  made  for  the  day. 

3.  Minutes  to  be  approved  in  the  usual 
manner. 

4.  The  assigned  answers  are  given  by  the 
members  to  questions  from  the  "Question 
Box"  as  they  are  called  up  in  their  order  by 
the  Secretary. 

a.  Members  answering  questions  should 
make  no  statement  which  cannot  be  sub- 
stantiated by  scriptural  evidences,  from 
the  authentic  history  of  the  Church,  or 
other  Church  works. 


98  SUNDAY    SCHOOL    TREATISE. 

b.  Other  members  have  a  right  to  give  ad- 
ditional information  on  the  subject  under 
consideration,  or  ask  for  explanation  on 
points  in  the  answers  made. 

c.  Any  remarks  irrelevant  to  the  subject  un- 
der consideration  should  be  ruled  by  the 
instructor  as  out  of  order. 

d.  This  part  of  the  regular  program  may 
occasionally  consume  the  whole  time  of 
the  recitation.  In  that  case  the  interrupted 
program  is  to  be  resumed  at  the  next  ses- 
sion, until  the  whole  program  is  disposed 
of.  Such  a  continuance  may  become 
necessary  at  any  part  of  the  regular  pro- 
gram. 

5.  Exercise  from  the  Church  Works,  or 
from  the  Subject  arranged  for  the  Term. 

a.   Observe  the  rules  on  Catechization. 
h.  Observe  the  rules  on  Text  Books. 

c.  Observe  the  rules  on  Higher  Grade 
Work. 

d.  Observe  the  rules  on  how  to  prepare  a 
Sunday  School  Lesson. 

6.  The  Committee  of  three,  having  charge 
of  the  "Question  Box,"  present  the  accepted 
questions  to  the  Instructor  for  distribution. 

a.  This  committee  should  throw  out  any 
question   that  is  not   signed  by  a  regular 


SUNDAY    SCHOOL    TREATISE.  99 

member  of  the  department, 

b.  Any  question  should  be  discarded  that 
manifests  a  spirit  of  inquisitiveness  rather 
than  of  inquiry.  (See  Lectures  by  Dr.  K. 
G.  Maeser,  pp.  i8  and  19.) 

c.  As  the  Secretary  reads  the  questions,  one 
at  a  time,  the  Instructor  assigns  the  answer 
to  one  from  among  the  volunteers,  taking 
care,  however,  to  make  the  assignment  as 
distributive  as  possible. 

d.  The  Secretary  should  record  the  subjects 
and  to  whom   the  questions   are  assigned. 

e.  No  new  questions  should  be  assigned  for 
*  answering  until  the  whole  regular  program 

is  disposed  of. 
7.  The  Instructor   assigns    the    amount    of 
work  under  head  5  for  next  recitation. 


^ 


Kindergarten    or    Infant    Class 
Work   in   Sunday  Schools. 


With  the  growing  efficiency  of  our  Sunday 
Schools  and  a  correspondingly  increasing  in- 
terest in  Sunday  School  work  among  the  peo- 
ple, complaints  are  becoming  numerous  that 
sufficient  provisions  are  not  made  for  the  in- 
struction and  entertainment  of  children  under 
six  or  seven  years  of  age,  and  that  in  conse- 
quence of  this  lack  such  little  ones  are  a  dis- 
turbing element  to  others  in  the  Sunday  School, 
without  receiving  any  benefit  them.selves. 

The  Sunday  School  Union  Board  has  for  a 
long  time  realized  and  deplored  this  condition, 
but  was  not  able  to  suggest  a  remedy  until  the 
adoption  in  our  Sunday  Schools  of  the  kinder- 
garten system  was  suggested. 

During  the  last  few  years  the  system  of  kin- 
dergarten teaching  has  received  great  attention 
in  several  parts  of  Utah,  and  a  number  of  kin- 
dergarten instructors  have  been  trained. 

Some  of  our  superintendents  having  an  earn- 
est desire  to  establish  kindergarten  classes  as 
applicable  to  Sunday  School  work  have  availed 


SUNDAY    SCHOOL   TREATISE.  ID  I 

themselves  of  the  services  of  these  graduates 
and  arranged  such  classes  in  their  schools  with 
results,  in  many  cases,  far  beyond  their  antici- 
pations. 

Although  earnestly  desiring  the  gradual 
introduction  of  this  system  into  our  Sunday 
Schools  whenever  possible,  the  Sunday  School 
Union  Board  feel  constrained  to  give  a  few 
points  of  counsel  and  caution  for  the  guidance 
of  Sunday  School  authorities  in  regard  to  this 
matter.  Any  attempt  at  starting  a  Sunday 
School  kindergarten  class  without  a  compre- 
hension of  the  spirit,  aims  and  methods  of  this 
mode  of  teaching,  and  without  at  least  one 
qualified  instructor  would,  in  its  opinion,  not 
only  result  in  failure  but  would  prejudice  the 
people  against  the  whole  movement. 

Well-meaning  persons,  anxious  to  do  some- 
thing for  these  little  ones  in  Sunday  School, 
and  yet  without  training  in  that  particular  line 
of  instruction,  have  occasionally  undertaken  to 
start  a  kindergarten  class,  but  as  a  rule,  the 
results  have  proved  far  more  detrimental  than 
beneficial. 

For  the  guidance  of  superintendents  desir- 
ous of  establishing^  a  kindergarten  class  in 
connection  with  their  Sunday  School,  the  fol- 
lowing points  are  suggested: 


I02  SUNDAY    SCHOOL    TREATISE. 

1.  Every  kindergarten  instructor  to  engage 
in  this  work  in  a  Sunday  School  should  not 
only  be  a  Latter-day  Saint  in  good  standing,  as 
ail  other  Sunday  School  workers  are  required 
to  be,  but  should  also  be  sufficiently  qualified  in 
kindergarten  work  to  insure  success. 

2.  The  kindergarten  class  should,  as  a  rule, 
consist  of  children  of  not  over  six  years  of  age. 

3.  This  class  may  meet  with  the  Primary 
Department  at  devotional  exercises  and  during 
the  sacramental  service,  but  should  then  be 
taken  to  a  separate  room  suitably  prepared  for 
the  purpose. 

4.  This  separate  room  should  be  spacious 
enough  to  permit  the  low  kindergarten  stools 
to  be  placed  occasionally  in  a  circle  for  appro- 
priate exercises. 

5.  There  should  always  be  an  organ  provided 
for  the  kindergarten  class,  to  accompany  the 
songs  and  other  exercises. 

6.  The  room  should  be  clean  and  comfort- 
able, and  as  pleasantly  and  suitably  decorated 
as  circumstances  will  permit. 

7.  Kindergarten  exercises  can  never  be  con- 
ducted properly  in  the  same  room  without  in- 
terfering with  the  other  classes,  even  if  sep- 
arated by  curtains  or  other  contrivances.  If  no 
separate  room  can  be  had,  kindergarten  work, 


SUNDAY    SCHOOL   TREATISE.  I03 

as  such,  should  not  be  attempted.  But  if  it  be 
desirable,  on  account  of  its  numbers,  to  divide 
the  Primary  Department  into  two  sections,  the 
section  where  the  younger  children  are  taught 
may  be  known  as  the  Infant  Class. 

8.  It  is  not  the  kind  nor  the  amount  of  the 
kindergarten  material  which  determines  the 
success  of  the  work,  but  the  efficiency  of  the 
instructors. 

9.  Every  kindergarten  instructor  should  fur- 
nish the  superintendent  with  an  outline  of  her 
work,  and  make  her  report  at  the  teachers' 
meeting  like  the  rest  of  her  fellow-laborers. 

10.  The  kindergarten  class  is  a  part  of  the 
regular  Sunday  School  work  and  as  such  is 
subject  to  the  regulations  ot  the  school. 

11.  The  exercises  in  the  kindergarten  class 
should  be  considered  a  preparatory  course  for 
admission  into  the  Primary  Department. 

12.  Great  care  should  be  taken  that  the 
kindergarten  class  does  not  become  a  shadow 
or  copy  of  the  same  classes  in  the  day  schools. 
All  teachings,  exercises  and  songs  should  be 
impregnated  with  the  spirit  of  the  Gospel  and 
be  made  a  means  of  religious  instruction. 
Without  this  the  kindergarten  class  will  de- 
generate into  a  Sunday  morning  hour  of  play, 
and  have  a  tendency  to  weaken,  rather  than 


I04  SUNDAY    SCHOOL    TREATISE. 

Strengthen,  the  reverence  of  the  children  for 
the  Lord's  day. 


QUESTIONS  FOR  SUNDAY  SCHOOL  SUPERINTENDENTS. 

Superintendents  will  please  report  on  the  fol- 
lowing questions  at  the  Annual  Sunday  School 
Conference  of  their  Stake  and  also  when  re- 
quested to  do  so  by  the  Members  of  the  Gen- 
eral Board  or  by  the  Stake  Superintendency. 

1.  At  what  time  does  your  school  begin? 

2.  What  proportion  of  officers,  teachers  and 
pupils  use  the  Children's  Sunday  School  Hymn 
Books  in  your  School  ? 

3.  How  often  does  the  school  rise  and  sing 
in  concert? 

4.  Under  whose  direction  is  the  Sacra- 
ment administered  ? 

5.  How  many  children  in  your  school  over 
eight  years  of  age  are  not  yet  baptized  ? 

6.  How  is  your  school  graded? 

7.  To  what  extent  is  the  Treatise  followed 
in  your  school? 

8.  How  often  do  you  hold  your  teachers' 
meeting? 

9.  How  thoroughly  is  the  Word  of  Wisdom 
observed  by  the  officers,  teachers  and  pupils  in 
your  school  ? 


SUNDAY    SCHOOL    TREATISE.  IO5 

10.  What  proportion  of  your  officers  and 
teachers  pay  their  Tithing,  and  to  what  extent 
is  it  taught  in  your  school? 

11.  By  what  methods  do  you  cultivate  the 
children's  acquaintance  with,  and  inculcate 
obedience  to,  the  general  and  local  church 
authorities? 

12.  How  largely  is  the  Juve^iile  Instructor 
used  in  your  school? 

13.  What  percentage  of  your  proportion  of 
the  Nickel  Fund  is  paid  by  your  school? 

14.  In  what  departments  are  testimony-bear- 
ing and  fasting  taught  and  observed  in  your 
school  ? 

15.  Where  and  how  do  you  use  the  Leaflets? 

16.  What  steps  have  you  taken  to  secure  the 
attendance  of  all  the  children  in  your  ward? 

17.  How  extensively  do  you  practice  concert 
recitation  in  your  school? 

18.  For  how  long  a  period  in  your  school  is 
your  plan  of  study  laid  out? 

19.  What  text-books  do  you  use  in  the 
various  departments? 

20.  How  many  names  have  you  enrolled  on 
your  record? 

21.  What  is  your  average  attendance  of 
teachers  and  pupils  ? 


SUGGESTIVE   METHODS 


FOR 


Teaching  in  the  Sunday  School 


f  Defini- 
tion. 


Neces- 


sity. 


Systematic  way  of  teaching  the  Gospel. 


Methodical  procedure  facilitates  the  work. 

Methodical  procedure  renders  mutiial  assist- 
ance to  all  grades. 

Methodical  procedure  affords  a  better  control 
and  comprehension  of  the  work. 


Adaptability  \ 
of  methods,  j 


Thorough- 
ness of       -j 
Methods, 


QuALi-     -{  Progressive- 
TiES.  ness 

of  Methods. 


System. 


In  regard  to  the  subjects. 

"         "       "     "    pupils. 

"         "       "     circumstances. 

Obtained  by  illustrations. 

"  "   drill  in   applica- 

tion. 

Obtained   b  y   clear   explana- 
tions and  good  definitions. 

In  ideas. 

In  modes  of  expression. 

In  facts  and  illustrations. 

Each  lesson  must  Vje  complete 

within  itself. 
Each  lesson  must  grow  out  of 

the  preceding  one. 
Each  lesson  must  prepare  for 

the  succeeding  one. 


SUNDAY  SCHOOL  TREATISE. 


107 


Kinds. 


SpeciaIv 
Method. 


In 
Regard 

TO  THE 

Pupils. 


General. 


Catecheti- 
cal. 

Exposi- 
tional. 


Concert. 


1.  Procedure  in  which  the 
learner  is  led  b}"  illustrations 
and  questions  to  discover  the 
truth  for  himself. 

2.  Procedure  in  which  the  sub- 
ject or  principle  is  told  and  then 
illustrated. 


3.  Procedure  in  which  obe- 
dience to  proper  teaching  is  in- 
culcated. 

4.  Direct  information  or  coun- 
sel to  any  one  to  come  to  Sun- 
day School. 

5.  The  subject  or  principle 
not  tobe  reached  at  once,  but  in 

[^an  indirect  way. 


Consisting   of 
answers. 


questions  and 


Individual.  - 


Consisting  of  lectures,  stories, 
exhortations. 

Simultaneous   or   where  they 
all  recite  at  once. 

By  interrogations. 
By  readings. 
By  bearing  testimonies. 
By  praying  and  singing. 


Review   Questions. 

1.  Give  a  definition   of  method. 

2.  Illustrate  the  necessity  for  method. 

3.  Name  the  qualities  of  a  good  method? 

4.  What  is  thoroughness  of  method? 

5.  What    are  the    elements  of    progressiveness 


in  teaching? 

6.      Which 
methods? 


the     five      different     kinds    of 


io8 


SUNDAY  SCHOOL  TREATISE. 


RECITATION. 


Defini-    i      ^^  exercise  in  the  Sunday  School  in  which  one 
,  '    \  person  teaches  others  to  know  and  to  do  the 


'^^^^^-      /  will  o"f  God 


Aims. 


{     a.  Increase  of  faith  in  God  and  respect  for  the 
Priesthood. 

I      b    The  development  of  the  power  to  know,  feel, 
I  and  to  will  the  right. 

c.  The  ability  to  express  thought  and  feelings. 

d.  The  cultivation  of  the  desire  for  more  truth. 

e.  The  formation  of  habits  in  mind  and  body, 
speech  and  action  that  will  constitute  a  true 
Latter  day  Saint. 


Adaptability 


Quali- 
ties. Progressive-  J 
ness 


Thorough- 
ness. 


a.  Of  subject  matter. 

b.  Of  means  to  be  employed. 

c.  Of  methods  to  follow. 

d.  To  the  capacity  of  the  child, 

a.  In  regard  to  the  subject  matter. 

b.  In  regard  to  the  mode  of  ex- 
pression. 

c.  In  regard  to  the  capacity  of  the 
pupil. 

Prepare  yourself  carefully  in  order 
to  avoid  treating  the  subject  su- 
perficially. 


SUNDAY    SCHOOL    TREATISE. 


09 


Parts. 


Past 
Lesson. 


Present 
Lesson. 


Future 
Lesson. 


I 


A  review  should  form  a  part  of 
every  recitation. 

Not  what  we  get  but  what  we  keep 
and  use  is  the  more  profitable. 

Review  makes  a  ready  memory. 

a.  Test  the  pupils'  preparation  by 
questions  or  by  having  them  talk. 

d.  Explanation  of  difficult  pass- 
ages or  words. 

c.  The  giving  or  leading  to  the  dis- 
covery of  points  overlooked. 

d  The  cultivation  of  a  desire  for 
more  information  on  the  subject. 

e.  Summarizing  of  the  lesson. 

a  The  assignment  must  be  defi- 
nite, i.  e.,the  pupils  must  know 
just  what  is  expected  of  them. 

b.  The  assignment  must  be  ac- 
cepted by  the  pupils. 

c  The  assignment  must  be  witnm 
'  the  range  of  what  the  pupil  can 

Not  the  ability  of  the  teacher,  but 
the  capacity  of  the  pupil  must 
be  the  criterion  of  assignment. 


Kinds  of^ 


Some  recitations  are  mere  makeshifts. 

Some  are  amusing  and  entertaining. 

Some  are  full  of  thought  but  .verjjiry. 

They  should,  however,  contain  the  elements  ot 

true  recitation. 
They  all  should  have  mutual  interest   clearness, 
(^         animation,  appropriateness  and  taitn. 

I      Should  be  new  ideas,  more  power,  good  resolu- 
RKSUivTS.  -j  ^iojis,  and  an  increase  of  faith  in  God. 


Review   Questions  on  the    Recitation. 

What  is  a  Recitation? 

What  are  the  aims  of  a  Recitation? 


I  lO 


SUNDAY    SCHOOL    TREATISE. 


3.  Name    the    qualities    of    a    good     Recitation. 

4.  Name  the  parts  of    a  perfect    Recitation  in  a 
course  of  study. 

5.  What     should     be    the     characteristic     steps 
taken  with  the  present  lesson? 

6.  Illustrate    what    is    meant  by   summarizing    a 
lesson. 

7.  What  are  the  elements  of  a  true  Recitation. 


Defini- 
tion. 


Princi- 
ples. 


Aims. 


TIES, 


CATECHIZATJON. 

The  art  ot  asking  questions  in  accordance  with 
the  laws  of  the  most  rapid  proportionate  de- 
velopment and  culture  of  the  pupil. 

Questions  should  be  adapted  to  the  capacity  of 

the  pupil. 
Questions  should  lead  the  pupil  from  the  known 

to  the  unknown. 
From  the  concrete  to  the  abstract. 
From  the  simple  to  the  complex. 

The  correcting  of  errors. 

The  drawing  out  of  new  ideas. 

The  inculcation  of  the  principles 

of  the  Gospel. 
The  training  in  obedience  to  the 

will  of  God. 


Informa- 
tion. 


QUAIvI-      j 


Adaptability 


Mutuality. 


The  methods  of  questions. 
Teacher's   language    and   general 

manner  should  all  be  adapted  to 

the  pupil's  capacity. 

Pupils  should  feel  as  anxious  to 
answer  as  the  teacher  to  ask, 
and  they  should  feel  as  free  in 
asking  questions. 


Questions  should  be  definite  or  pointed. 

\      See   that    every     pupil   gets    his 


Impartiality. 


share  of  the  questions. 


SUNDAY    SCHOOL   TREATISE.  Ill 

Rules  of  Catechization. 

1.  See  that  every  question  and  every  answer 
is  a  complete  sentence.  \j 

2.  Aim  to  have  every  question  bear  directly  on 
the  subject  in   hand. 

3.  Be  clear,  concise  and  logical. 

4.  Aim  to  never  use  more  than  three  questions 
explanatory  of  the  same  point. 

5.  Repeat  no  pupil's  answer  habitually. 

6.  Have  no  habitual  expletives,  as,  for  in- 
stance,   "Just  so,"    "Right,"  etc. 

7.  Avoid  direct  questions,  that  is,  such  as  can 
be  answered  by  "Yes"  or  "No." 

8.  Ask  more  reflective  than  mere  memorative 
questions. 

9.  Be  natural,  avoiding  all  affectation. 

10.  Avoid  peculiarities  in  speech,  gestures  or 
voice. 

11.  Do  not  place  yourself  at  the  mercy  of  your 
class  by  non-preparation  or  by  unguarded  questions. 

12.  Prefer  pupil's  o>vn  language  to  mere  quota- 
tions, but  encourage  exact  quotations  of  scriptur- 
al passages. 

13.  Put  the  same  question  in  several  forms  oc- 
casionally. 

14.  Be  pointed  in  your  questions,  so  that  they 
will  admit  of  but  one  perfect  answer. 


112  SUNDAY    SCHOOL    TREATISE. 

Review   Questions  of  Catechization. 


1.  What  is  meant    by  the    art  of    questioning? 

2.  What    are  the  qualities  of  a  good  question? 

3.  What  do  you  understand  by  an  explanatory 
question? 

4.  Why  is  it  best  to  have  every  answer  form  a 
complete  sentence? 

5.  Why  are  questions  logical? 

6.  Why  are  direct  questions  not  commendable? 


STORY  TELLING. 

{  To  illustrate  a  principle. 

I  To  cultivate  the  formation  of  good  resolutions. 

Aims.       \  To  produce  interest  and  attention. 

I  To  encourage  mutual  confidence  between  teachers 
[  and  pupils. 


f      a.  From  the  teacher's  own  experience. 

b.  From  his  own  recollections. 

c.  Of  his  own  invention. 

(    The  Bible,  Book  of  Mormon,  His- 
Books.     \        tory  of  Joseph  Smith. 

(    Faith  Promoting  Series,  &c. 

I    Juvenile    Instructor,    Contributor, 
Means.  \      Magazines.  -         Improvement   Era,   Young   Wo- 
/        man's  Journal. 

P    sons      '    Missionaries,    self  experiences,  im- 
"j        migrants,  pupils'  experiences. 

p.  ,  3    Illustrations  from  the  Bible,  Book 

ricmres.  ^^  Mormon  and  Church  History. 


SUNDAY     SCHOOL    TREATISE. 


13 


Methods. 


1.  Tell  no  stories  without  an  educative  point. 

2.  Have  one  chief  point  in  view  and  make  things 
converge  to  it. 

3.  Keep  the  chief  point  hidden  or  reserve  it  to 
the  last. 

4.  Ask  questions  whenever  interest  flags. 

5.  Encourage  pupils  to  tell  stories  and  have  them 
repeat  your  stories. 

6.  Arrange  carefully  your  climaxes. 

7.  Try  to  be  as  illustrative  as  possible. 

8.  Encourage  the  pupils  to  ask  questions  for  ex- 
planation. 


FAUI.TS. 


1.  Momentary,  poor  or  no  preparation. 

2.  Failing  to  get  the  pupils'  attention. 

3.  Failing  to  instruct  the  pupils. 

4.  Failing  to  have  a  summary. 

5.  Telling  stories  simply  to  amuse  for  the  time 
being  without  any  point. 


Review    Questions  on  Story    Telling. 


1.  What    is  meant   by    the    expression     "Have 
some  special   point  in  view?" 

2.  What  are  the  chief  aims  in  story  telling? 

3.  How    would  you  awaken    inattentive  pupils 
while  a  story  is  being  told? 

4.  Give  chief  sources  of  good  stories. 

5.  Explain    the    expression,   "Provide    for    cli- 
maxes in  your  stories." 

6.  When   would  you  object  to  stories  of  crime 
for  children? 

7.  Why    should    the    pupils   be  encouraged  to 
tell    stories? 

8.  What    are    the  most    prevalent   mistakes  in 
story  telling? 


114  SUNDAY    SCHOOL   TREATISE. 

Review    Questions.      (Set    No.  2.) 

1.  What  is  meant  by  an  educational  aim? 

2.  What  is  meant  by  being  illustrative  in  story 
telling? 

3.  Explain:       Without  the  Spirit    and  without 
attention  we  cannot  teach  successfully.  " 

4.  Give  directions  for  making  a  summary. 

5.  Mention    several    ways    to  manage    inatten- 
tive pupils, 

6.  In  what    does    the  planning  of  a  story  con- 
sist? 

7.  What    does     arranging     climaxes     mean    to 
you? 


HOW   TO   USE    THE   CHART. 

What      \      We  do  not  teach  the  chart,  but  teach  some  sub- 
IT  IS.        /  ject  by  the  use  of  the  chart  as  a  means. 

f     To  hold  the  attention. 
1      To  aid  the  memory. 
Aims.      {      To  help  the  imagination. 
To    present   illustrations 
principles. 


of    men,    places  and 


Methods.  - 


Lead  pupils  to  see  the  chart  as  a  part. 

Lead  pupils  to  see  the  chart  as  a  whole. 

Have  pupils  build  up  pictures  from  its  parts. 

Occasionally  give  the  word-picture  of  the  event 
illustrated  by  the  chart,  then  tell  the  pupils  to 
look  on  the  mind  picture. 

Show  chart  and  have  the  pupils  compare  it  with 
the  mind  picture. 

Use  the  chart  as  an  object  lesson. 


SUNDAY    SCHOOL    TREATISE. 


I  1 


Mis- 
takes TO  ■{ 

AVOID. 


Tests  of 

ITS 

Value. 


In  selecting  charts  that  are  not  true  representa- 
tions of  the  subject. 

Permitting  the  mind  to  stick  to  the  chart . 

In  the  teacher  not  being  thoroughly  conversant 
with  the  subject  and  picture  he  expects  to  use. 

Monotony  in  voice,  tone  and  manner. 

Neglect  to  have  the  children  tell  the  story  with 
the  picture  and  without  it. 

I    It  must  lead  the  mind,  not  chain  it. 
2.  It  must  supplement   the   real   thing,   but   not 
supplant  it. 


Review   Questions  on  the   Chart. 

1.  Under    what    circumstances  does    the    chart 
become  an  end  in  teaching? 

2.  What  do  you  understand  by  this:   "Not  the 
chart,  but  what  is  behind  it  should  be  taught?" 

3.  What  are    the    benefits  of  a  chart   in  teach- 
ing? 

4.  When  is  the  mind  stuck  on  the  chart? 

5'      How    would    you    proceed  to  get  the    mind 
beyond  the  picture? 

6       Mention  three  methods    of   using  the  chart. 
7.      Draw  up  a  plan   for  the  chart  lesson  of  the 

vision  of  Nephi: 

I       Subject:- -Vision  of  Nephi. 

II.'     Main    point  is:— God's    knowledge  of  all 

things  from  the  beginning  unto  the  end. 

III.     Other    points    are:-That     God    reveals 

His    secrets     to    His  servants,     the     prophets; 

Plan  of    salvation    instituted  before  the   world    was. 


ii6 


SUNDAY  SCHOOL  TREATISE. 


IV.  I  will  have  the  climax  at  the  following 
points:  The  Spirit  crying  in  a  loud  voice,  Ho- 
sanna  to  the  Lord:  The  angel  showing  Nephi  the 
infant  Jesus  in  the  Virgin   Mary's  arms. 

V.      From   among  these  points  I  shall  choose 
one  as  the  object  of  the  lesson. 

VI.  At  the  close  of  the  exercise  I  will  make 
a  summary. 

VII.  Means:— Chart  and  11th  Chapter  of  I. 
Nephi. 

VIII.  Use  the  descriptive   method. 


THE   LEAFLETS. 


Definition,  or 
What  They  Are. 


They  are  well  prepared  lessons  for  aid- 
ing the  Sunday  School  teacher  in  teaching 
the  Gospel. 


Parts. 


1.  Title,    supplemented  with  time  and   place  of 
incident. 

2.  The  text. 

3.  Notes. 

4.  Questions. 

5.  The  lesson  statement. 

6.  The  summary,  or  what  we  may  learn. 

7.  Special  references. 


SUNDAY    SCHOOL    TREATISE. 


117 


Methods. 


1.  Introduce  subject  by  a  review 
of  last  Sunday's  lesson. 

2.  Read  the  title,  time,  place,  and 
question  on  it  until  thoroughly  un- 
derstood. 

3.  One  verse  to  be  read  at  a  time, 
and  at  least  one  question  to  be  asked 
from  every  sentence. 

4.  Encourage  pupils  to  ask  ques- 
tions from  every  sentence  read. 

5.  Bring  in  "all  the  notes  when 
they  are  wanted  in  the  text. 

6.  Introduce    additional     notes 
In  the           whenever  appropriate. 

1  hands  of  the  ^       7.  Dispose  of  all  the  questions  on 
Teacher.         the   Leaflet  as  the   reading   of  the 
text  proceeds. 

8.  Pursue  the  same  course  with 
references.  Make  a  judicious  selec- 
tion from  among  them. 

9.  It  is  not  necessary  nor  even  ex- 
pedient to  go  through  the  whole 
Leaflet  at  one  lesson. 

10.  Letthe  class  find  the  references 
in  the  Scriptures. 

11.  Encourage  pupils  to  bear  testi- 
monies to  the  points  named,  or  give 

I  additional  references. 


TEXT  BOOKS. 


What 

They 

Are. 


Aims  to 

BE 
KEPT  IN 

View. 


i  They  are  helps  in  obtaining  a  knowledge  of  the 
-  principles  of  the  Gospel  and  admonishers  to  live  in 
(  accordance  with  them. 

f      I.  Show  how  to  study  a  book  profitably. 

I      2.  Get  the  leading  points  contained  in  the  book. 

\      3.  Cultivate  a  habit  of  reading  them. 

4.  Cultivate  a  power  of  discriminating  between 
(^  truth  and  error. 


ii8 


SUNDAY    SCHOOL    TREATISE. 


'     What  the  book  is. 

Its  authenticity. 

How  TO 

Study    - 

Who  is  its  author. 
Adaptability. 

Books. 

Arrangement. 

(      Essential 

Contents       - 

(      Supplemental. 

f      I.  Make  the  pupils  acquainted  with  the  leading 
features  of  the  book. 


Methods  I      2.  Thoroughly  teach  the  names  and  arrangement 
IN  THEIR  ^  of  the  books  of  the  Bible  and  Book  of  Mormon. 
Use.  3.  Give  frequent  practice  in  finding  chapter  and 

verse. 


I      4.  Bncourage  careful  questions. 


Review    Questions  on    Text  Books. 


1.  What  is  a  text  book? 

2.  What  are  the  four  chief  aims  to  be  kept  in 
view? 

3.  How    can  a  text   book   be  so  used  as  to  cul- 
tivate the  power  to  detect  error  and  recognize  truth? 

4       What  are  the  methods  by  which  text  books 
are  to  be  studied? 

5.  What  is  meant  by  the  essential   contents  of 
a  book? 

6.  In    what    does  the  supplemental  contents  of 
a  book  consist? 

7.  Name,  in   their  order,  the  books  of  the  Old 
and  New  Testaments. 

8.  How   would  you  make  the  pupils  skillful  in 
finding  the   chapter  and  verse? 


SUNDAY    SCHOOL    TREATISE, 


119 


9.  What  are  the  four  general  methods  in  using 
a  text  book? 

10.  When    is  the   "Preceptor"    method  only  ad- 
apted for  the  Theological  department? 


AUTHENTICITY  OF  THE  BIBLE. 


Defini-     ) 

TION.  f 

r 


EXTER- 
NAI,  EVI-    { 
DENCES. 


Inter- 
nal Evi 

DENCES. 


The  Book  of  Books. 

Tradition, 

Declaration  of  the  Prophet  Joseph  Smith. 

The  Book  of  Mormon. 

Josephus. 

Doctrine  and  Covenants. 

Ancient  land  marks. 

Xo  one  has  been  able  to  prove  it  not  true. 

Spirit  of  Testimony. 

Prophecies  that  have  been  fulfilled. 

Doctrines  that  when  obeyed  have  certain  results. 

Consistency. 

Historical  correctness. 

Spirit  of  truth  that  it  contains. 


HIGHER   GRADE    WORK. 


What      f 

AND  How    ! 
TO  I 

Teach.     L 

Aims  to 

Keep  in 

View. 


See  Sunday  School  Treatise. 
"     Lectures  of  Dr.  Karl  G.  Maeser. 

1.  Development  of  the  power  of  investigation. 

2.  Development  of  spirituality. 

3.  Cultivation  of  the  gift  of  discernment. 

4.  Cultivation    of    a    living     testimony    of    the 
divinity  of  the  Latter-day  Work. 


I20 


SUNDAY    SCHOOL    TREATISE. 


MEANS     {    Church  Works. 

j    Ecclesiastical  Histories. 

Employ. 


Note  Books. 
(^    Quer}'  Box. 


Methods 

TO 

F01.1.0W. 


Errors 

TO 

Avoid. 


Punctual  and  regular  attendance  at  Sunday  School . 
Have  a  special  well  defined  subject  for  each  lesson. 
Assign  reading  and  distribute  questions. 
Appoint  student-speakers  to  employ  a  portion  of 

the  time. 
Solicit  written  questions  from  the  students,  all  of 

w^hich   ought  to  be   examined  by   the   teacher 

before  being  distributed. 
Distribute  written  questions  on  slips  to  class. 

1.  Teaching  without  a  definite  aim. 

2.  Failing  to  distribute  the  work. 

3.  Teachers  doing  all  the  talking  and  asking  all 
the  questions. 

4.  Failing  to  have  a  variety  of  methods  and  text 
books. 

5.  Permitting  the  promulgation  of  private  opin- 
ions without  proof. 

6.  Taking  up  time  quibbling  on  unsettled  points. 

7.  Permitting  debating. 


How  to  Prepare  a  Sunday  School 
Lesson. 


In  this  very  essential  part  of  Sunday  School 
work  there  are  at  least  three  problems  that 
confront  the  teacher.  First:  The  aims  or  ends 
desired  to  be  reached  in  the  preparation  of 
every  lesson  in  the  course  of  instruction.  The 
teacher  should  first  ask:  "What  do  I  expect 
to  do  or  accomplish  by  this  lesson?"  This 
question  is  problem  number  one,  and  its  an- 
swer, when  decided  upon,  will  be  immediately 
followed  by  problem  number  two,  which  is: 
"What  means  have  I  at  hand,  or  within  reason- 
able reach,  to  accomplish  what  I  wish  to  estab- 
lish with  this  lesson?"  More  explicitly:  "What 
persons,  books,  stories,  charts,  objects  or 
other  helps  c^n  I,  with  the  spirit  of  my  calling, 
employ  to  aid  me  to  make  the  most  of  this 
recitation?" 

Having  worked  out  the  answer  to  this 
second  problem  the  teacher  is  at  once  con- 
fronted by  the  third:  "What  method  will  be 
best  suited  to  my  aims  and  means?"     It  will  be 


12  2  SUNDAY    SCHOOL    TREATISE. 

remembered  that  variety  in  methods  is  the 
great  promoter  of  interest  as  well  as  a  guard 
against  pedantic  routine.  If  the  preceding 
lesson  was  almost  entirely  catechetic  in  the 
method,  then  propriety  would  suggest  that  the 
coming  one  be  more  narrative  in  its  presenta- 
tion. A  careful  consideration  of  the  results  of 
the  last  lesson  is  one  good  guide  in  deciding 
upon  the  methods  to  be  followed  in  the  next 
lesson.  Any  circumstances  under  which  a 
lesson  has  been  a  failure  should  be  carefully 
noted  by  the,  teacher,  and  in  preparing  a  reci- 
tation with  pupils  special  pains  should  be  taken 
to  avoid  a  repetition  of  a  similar  failure. 

While  it  is  of  vital  importance  to  have  in 
mind  some  decided  line  of  procedure  it  is  fatal 
to  success  to  slavishly  follow  any  deliberately 
planned  method  regardless  of  unexpected  con- 
ditions and  circumstances.  A  man  may  decide 
to  plant  his  oats  on  the  15th  of  March,  but 
should  the  ground  be  frozen  or  the  rain  be 
falling  on  that  day,  consistency  would  suggest 
that  he  change  his  program  somewhat,  and 
instead  of  sowing  grain,  perhaps  shell  corn. 

Allowance  must  therefore  always  be  made 
for  the  class,  and  teachers  will  do  well  to  bear 
in  mind  that  methods  are  made  for  pupils,  not 
pupils  for  methods. 


SUNDAY    SCHOOL    TREATISE.  1 23 

No  lesson  can  be  said  to  be  prepared  until 
the  aims  and  methods  are  clear  in  the  mind 
of  the  teacher,  and  when  the  time  of  recitation 
arrives  he  can  modify  any  or  all  of  the  prepara- 
tion to  suit  the  occasion,  but  if  he  has  no  plan 
or  aims,  means  and  methods,  he  is  certainly  at 
the  mercy  of  the  environment,  having  nothing 
from  which  to  choose  except  what  the  circum- 
stances furnish.  The  true  teacher  measurably 
controls  circumstances,  and  has  planned  far  in- 
to the  future.  Who  is  most  like  him?  The 
planner  or  the  haphazard  worker? 

There  are  two  kinds  oi  preparation,  the  indi- 
vidual and  the  co-operative.  The  first,  a  pre 
paration  worked  out  alone  by  a  class  teacher; 
the  second  is  one  worked  out  by  a  number  of 
teachers  of  the  same  grade.  The  head  or  de- 
partment teacher;  or  superintendent  meets 
weekly  or  semi-monthly  with  his  co-workers; 
one  or  more  lessons  are  selected  from  the 
course,  and  considered  under  the  three  head- 
ings of  aim,  means  and  methods,  and  then 
assigned  to  respective  teachers  for  presenta- 
tion before  their  fellow-teachers,  who  will  kindly 
comment  on  the  work,  and  the  head  teacher 
may  suggest  changes.  It  is  well  to  give  a 
teacher  at  least  one  week  in  which  to  prepare 
a    lesson    for   presentation    before    the    grade 


124  SUNDAY    SCHOOL    TREATISE. 

teachers'  meeting,  and,  as  a  rule,  weekly  grade 
teachers'  meetings  furnish  better  results  than 
semi-monthly  meetings.  Incalculable  benefit  is 
derived  by  the  teachers  themselves  from  these 
normal  meetings,  and  the  success  attending 
the  Sunday  School  work  with  lessons  so  pre- 
pared is  of  a  most  satisfactory  nature.  These 
grade  teachers'  meetings  should  not  only  be 
thoughtful  but  powerful  also. 

Is  there  in  all  the  world  a  missionary  field 
superior  to  that  of  the  Sunday  School?  All 
successful  missionaries  are  students,  and  the 
Spirit  of  God  that  leads  to  all  truth  is  given  to 
them  that  seek  it.  Oliver  Cowdery  lost  the 
gift  of  translating  because  he  would  not  exer- 
cise it  properly.  One  evening,  then,  a  week 
can  well  be  devoted  to  preparing  Sunday 
School  lessons.  The  youth  of  Israel  are  de- 
serving of  truth  in  its  best  forms. 


Foreign,  or   Mission   Sunday 
Schools. 


The  increased  and  more  extended  labors  of 
the  missionary  Elders  of  the  Church,  their 
familiarity  with  Sunday  School  work,  the 
greater  permanency  of  many  of  the  branches, 
conferences  and  missions  now  than  formerly, 
are  all  favorable  to  the  establishment  of  our 
Sunday  School  organization  in  places  outside 
of  the  Stakes  of  Zion.  So  much  is  this  the 
case  that  for  some  time,  active  and  successful 
Sunday  Schools  have  been  in  operation  in 
various  States  of  the  Union,  the  European, 
New  Zealand,  Samoan,  Hawaiian  and  other  mis- 
sions, and  attended  with  such  happy  results 
that  we  feel  the  importance  and  necessity  of 
fostering  and  extending  abroad  our  special 
work. 

General  Superintendent  George  Q,  Cannon, 
speaking  in   a   recent   Sunday   School  confer- 
ence, said  that  from    reports   given    from   re 
turned  missionaries  he  had  learned  with  much 


126  SUNDAY    SCHOOL    TREATISE. 

pleasure  of  the  establishment  of  Sunday  Schools 
in  various  missions  of  the  Church.  He  felt 
that  this  was  an  excellent  way  of  preaching  the 
gospel,  of  sowing  the  seeds  of  truth.  In  this 
connection  he  felt  it  would  be  wise  to  have  the 
president  of  such  foreign  missions  appoint  a 
mission  superintendent,  whose  duty  it  would 
be  to  look  after  the  Sunday  School  interests 
of  the  mission  and  report  to  the  Union  Board, 
and  if  found  necessary,  it  might  be  well  for 
them  to  appoint  superintendents  in  the  various 
conferences. 

Where,  in  accordance  with  President  Can- 
non's request,  Sunday  Schools  have  been  or- 
ganized we  desire  them  placed  in  as  close  com- 
munication as  circumstances  will  admit  and 
thus  better  recognize  their  important  work, 
and  aid  them,  with  their  10,000  pupils,  in  the 
same.  Mutual  benefit  will  result  if  statistical 
and  other  reports  are  prompdy  forwarded  to 
our  office,  Salt  Lake  City,  Utah,  U.  S.  A.,  to 
which  place  also  we  request  copies  to  be  sent 
of  all  translations  which  are  or  may  be  made  of 
our  Sunday  School  literature.  A  compliance 
with  these  suggestions  will  also  enable  us  to 
more  fully  learn  the  needs  of  the  Sunday 
Schools  in  foreign  missions  and  to  extend  such 
aid  as  may  be  proportionate  to  that  extended 


SUNDAY    SCHOOL   TREATISE.  I  27 

by  us  to  the  great  body  of  their  fellow-laborers 
in  the  forty  stakes  of  Zion. 

So  far  as  conditions  will  admit,  we  advise 
that  the  organization,  conduct  and  exercises  of 
these  schools  be  as  indicated  in  this  Treatise. 


»ft^    *^     DATE  DUE 


OEMCO,  INC.  3«-J"l 


3  "97  ooJgfSS' 


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